Table of Contents. Development of Tropical Fish Trade in Papua New Guinea... 1 Training Program... 2 How to run the Modules for each day...

Transcription

1 AUGUST 2009

2 Table of Contents INTRODUCTION:... 1 Development of Tropical Fish Trade in Papua New Guinea... 1 Training Program... 2 How to run the Modules for each day... 3 MODULE 1:... 2 FISH NET MAKING... 2 Module Summary... 2 Sessions 1 and 2:... 3 How to Make Nets and How to Use Them/How to Make and Use a Barrier Net3 Session 3: How to Make and Use Scoop Net... 5 Session 4: How to Make and Use Stocking Net... 7 Session 5: How to Make and Use a Stocking Box (Receiving Cage)... 9 Making a Barrier Net Handout Making a Scoop Net - Handout Making a Stocking Net Handout Making a Stocking Box Handout MODULE 2: SPECIES IDENTIFICATIOM Module Summary Introduction to Species Identification Parts of Fish Species Identification The Marine Aquarium Organisms MODULE 3: KEEPING CATCH RECORDS & DOCUMENTING SHIPMENTS OF FISH Module Summary Session 1: Completing Coordinators Logbook Session 2: Making Monthly Catch Summary Session 3: Preparing a packing List Session 4: ORS and SSPR Coordinators logbook - Handout Monthly Catch Summary Handout Packing list - handout ORS and SSPR - handout ii

3 MODULE 4: MARKETING & SELLING Module Summary Session Proper: Marketing and Selling Marketing and Selling MODULE 5: SAFE DIVING PRACTICES Module Summary Session 1: Safe Diving Theory and Principles Session 2: Actual Diving Breath-hold Diving MODULE 6: HOLDING FISHES Module Summary Session 1: Purging and Purging Area Purging MODULE 7: SCREENING FISHES Module Summary Session 1: Common Fish Defects and Their Causes Session 2: Screening Session 3: Common Aquarium Fish Diseases and Problems Screening MODULE 8: PACKING FISHES Module Summary Session 1: Packing Packing MODULE 9: FISHING OPERATION CYCLE Module Summary Session 1: Fishing Operation Cycle Session 2: Simulation of Ordering System Session 3: Actual Fishing Session 4: Actual Stocking/Purging Session 5: Monitoring/Determining Order Status iii

4 Session 6: Actual Screening and Packing Session 7: Evaluation of Shipment Fishing Operation Cycle MODULE 10: EXTENSION ACTIVITIES Module Summary Session 1: Fishers Assessment Fishers Assessment Notes FISHERS SKILLS ASSESSMENT MATRIX Session 2: Monitoring and Refresher Training Monitoring and Refresher Training Notes iv

5 INTRODUCTION: Development of Tropical Fish Trade in Papua New Guinea As Papua New Guinea integrates further into the modern economy, cash becomes increasingly important. However, within a single generation facing economical shifts, coastal fishers have thus encountering coastal resource harvesting limitations. Examples of such thus include the following; fish catches shrinking, turtles become scarce, shark fin fisheries become a banned activity, beche-de-mer become more limited, lobster harder to find, etc. In limiting fishery activities with less regard to rapid population rise make poachers and smugglers out of fishers. The authorities that require conservation and restraint of resources often then fail to provide alternative livelihoods exploring benefits for most resource-harvesting locals. A review of a more consistent and sustainable way to make a living is thus a serious need especially for coastal regions exploiting coastal resources. The Marine Aquarium Trade when properly practiced is now considered to be one of the more sustainable alternatives for coastal village people throughout the South Pacific. Biological aspects have addressed issues showing that the majority of the target species replace themselves within the same year as most are yearlings themselves and there are examples of sustained commercial level fish fishing with a data stream of 25 years like in Cairns, Australia. The Australian Great Barrier Reef Marine Park Authority has found that industry to have negligible impact on the Great Barrier Reef (which is a great tourist attraction) and has published research to show this. The question of sustainability in the Marine Aquarium Trade divides neatly between two methodologies: Is it practiced by allowing coral to be destroyed (coral being the critical habitat of the fish) by crowbars and drugs or is it practiced only by employing nets to fish fish, sparing the coral? In Indonesia and the Philippines, cyanide and crowbars are used routinely, not PNG. The rest of the world would enter this industry strictly on the side of the net fishing 1

6 methodology and it is our task to ensure this with a training program that sticks with the diver forever. We propose to enable PNG s entry into the Aquarium Trade at a high-level of excellence from the very first day by employing all that our trainers have learned from a hundred man-years of experience working in a dozen countries around the world. Our project will remain in PNG for a minimum of 3 years, train fishers to a certifiable standard and monitor, supervise and evaluate continually. We will also develop local trainers from the very villages we work with and leave behind a solid pool of talent when we further reach out to other localities. We have developed a training manual that illustrates the policies and procedures of a well-run trade for PNG with reference to implementing it in fishing villages throughout the country. Training Program 1. Nets & Equipment the basis of sustainable fish fishing. The craft of responsible and productive fishing. The methodology, making nets, tricks of the trade, uses and importance. 2. Target species Identification identifying the right for the trade. 3. Catch Records keeping track of what we do enabling traceability and certification. 4. Marketing & Selling outlining guidelines and processes of selling fishes to your exporter. 5. Safe Diving outline of key ideas when diving to staying alive and healthy. 6. Holding Fishes processes of staging live fish for eventual sale. 7. Screening Fishes key steps of avoiding bad fish, rejects, damages and lost sales. 8. Packing Fishes the art of packing and handling fishes for maximum survival and health. 9. Fishing Operation Cycle the routine from start to finish concerning live fish export. 10. Extension Activities follow-up activities to maintain quality in aquarium fishing. 2

7 The course will run for a total of ten (10) days maximum period for every selected village. The course will run a classroom orientation for 1 day. During the orientation, the materials and dive equipments will also be issued out. Then, a practicum for another 3 days for making nets (scoop, barrier and stocking nets) and other fish handling equipments followed by theory lessons (in house training) for exactly 2 days. Subsequently, skills training will run for the remaining five days, that is actual fishing, handling, holding, purging and packing for the very first export: Fishermen will in fact be working and getting paid from the very first shipment. How to run the Modules for each day Preliminaries: 1 Start with the registration 1.1 Let each participant (especially the fisher) sign in the attendance sheet. 1.2 As soon as participant has signed in the attendance sheet, give him/her the training kit (which will include handouts, paper/notebook and ball pen) 2 Introduce self and participants 2.1 Introduce self and welcome the participants to the Course (Mention Course Title) I am (state your name). I am (state position and organization) Welcome to the Title of Course. 2.2 Introduce an icebreaker, if necessary. 3 Remind participants of training rules before the beginning of every module: a. Full participation b. Openness for diversity and new ideas c. Responsibility for one s learning d. Cell phones (if there are) STRICTLY on silent mode during sessions e. Administration needs (if any) settled outside of session time 4 Present training road map (What are we going to learn or do today?) Present Diagram of Road Map or give clear sense of direction to participants for each module presentation. 3

8 F M A DAY 1 SESSION 1 SESSION 2 -Introduction of Trainees and Trainers -Introduction of Program/Clarifications of Project -Introduction of Modules -Introduction & Lecture of Module 1: NET MAKING -Net Making Practical/Equipment Construction The Ice Breaker T R A 10 DAY 2 SESSION 1 SESSION 2 SESSION 1 -Continue Net Making Practical/Equipment Construction Introduction and lecture of: Training of fishers to make their own equipment, their proper use and importance I N I N G D A Y S DAY 3 DAY 4 SESSION 2 SESSION 1 SESSION 2 -Module 2: Species Identification -Module 3: Keeping Catch Records & Documenting Shipments of Fish -Module 4: Marketing and Selling Introduction and lecture of: -Module 5: Safe Diving Practices -Module 6: Decompression -Module 7: Holding Fish Introduction and lecture of: -Module 8: Screening Fishes -Module 9: Packing Fishes Lecture on important topics covering aquarium fish industry starting from catch to export. -Module 10: Collection operation Cycle C H A R T DAY 5 to DAY 9 SESSION 1 SESSION 2 In-water Practical: - Fish identification - Fish catch - Fish handling - Fish transporting - Purging -First hand training experience of fishers to identify fishes and use proper equipment and techniques to catch and handle fish and purging. DAY 10 Screening by Facility Showing proper processes of Screening 1

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10 MODULE 1: FISH NET MAKING... Module Summary Content Session 1: How to Make Nets and How to Use Them Session 2: How to Make and Use a Barrier Net Session 3: How to Make and Use a Scoop Net Session 4: How to Make and Use a Stocking Net Session 5: How to Make and Use a Stocking Box Learning Objectives At the end of the training session, trainees will be able to: Identify the various types of Nets which can be used to safely fish organisms Know how and when to use the different nets and their importance Make their own nets and properly use them Key Messages 1. Cyanide fishing is very destructive to coral reefs. 2. Aquarium fish in PNG must be caught using nets only. 3. Quality of fish can be improved by using nets, floating cages and jars. 4. Most fish die at an early stage because of poor catching, handling, holding, packing, and transport practices. 5. Poor fishing practices result to wastage and causes significant financial losses. Good fishing practices significantly increase individual and collective profits for all. 2

11 Sessions 1 and 2: How to Make Nets and How to Use Them/How to Make and Use a Barrier Net 1. Present lecture on Basics about Nets and Barrier Net 1.1 Use presentation material in PowerPoint/manila paper. 1.2 Encourage trainees to ask questions and clarify items presented that they find confusing. 2. Demonstrate how to make a Barrier Net Prepare needed materials beforehand: 1. 7m x 1m Monofilament Nylon Net - 24 mm mesh size 2. Nylon Thread - #30 3. Nylon Thread - #2 4. Fisherman s Needle - plastic or bamboo 5. ½ kilo Lead - round, 2 inches long type pieces of rubber floater (6-7cm long) 7. Scissors & Knife 8. 4 pieces wooden poles 9. Needle (biggest size) or improvised needle 10. Bottle or any container Demonstrate step by step procedure in making a barrier net 1. Stretch the net evenly and attach its four corners to buried poles. Make sure that no part of the net is touching the ground. 2. Insert a 7m-nylon thread (#2 type) on each longitudinal side of the net. The thread should pass in and out alternately along the outermost row of mesh. 3. Cut the sinkers into half avoiding to clog/close their holes. To do this, put the round lead in a board, position the knife or bolo at the center of the sinker, and then roll the knife to and fro slowly until the sinker is divided. 4. Put the halved sinkers in a bottle. Shake the bottle to smoothen the edge of the lead. This prevents net entanglement during fishing. 5. Queue the sinkers with a 7m-nylon thread (#2). 3

12 6. In one 7m side of the net, attach and sew the strewn sinkers through the net s outermost row of eyes incorporating the previously inserted 7m nylon thread. This side will be considered as the bottom of the net. 7. Tie around 25 floaters on to a 7m nylon thread (#2). The distance between each floater should be cm. 8. In the same manner as attaching (sew) sinkers the floaters to the other 7m side. This is the top side of the barrier net. Conduct Activity on Making of a Barrier Net by Trainees Prepare materials needed beforehand (one set per participant): See list of materials above Distribute the needed materials for a barrier net to the trainees. Supervise the making of a barrier net. Tips: Trainer to sit with each participant and supervise him in making the barrier net. Trainer to ensure that he will have covered all participants within the time allotted. If the trainees were not able to finish their barrier net during workshop time, visit them at their home where they continue the making of the barrier net to make sure that the barrier net is constructed properly. 3. Demonstrate how to use Barrier Net Ask participants to practice using the barrier net after demonstration 4. Closing/Wrap Up Repeat key messages for the session Give a briefing on the next session 4

13 Session 3: How to Make and Use Scoop Net 1 Attendance/Roll Call and Give an Ice Breaker to start the day 2 Present lecture on Scoop Net 2.1 Use presentation material in power point/manila papers. 2.2 Encourage trainees to ask questions and clarify items presented that they find confusing. 3 Demonstrate how to make a Scoop Net Prepare needed materials beforehand: 1. 1 pc Carbonized 3mm rod - 65cm long cm X 30cm smooth (fine) net - # 24 mesh size 3. Sewing Needle 4. Monofilament Nylon thread - # pc 20mm PVC handle - 15cm (5-10) inches long 6. 1 pc plastic or rubber hose 65cm (2 feet) long 7. Sealant (sewing needle and nylon) Demonstrate step by step procedure in making a scoop net 1. Bend the stainless steel rod into a circular form, leaving at least 7cm (2 ½ inches) at both ends for the attachment of the handle. 2. Interweave the net in the circular rod. 3. Sew the sides together and close the bottom by tying a knot and then sealing it with a sealant 4. Insert ends of rod into the PVC pipe. Seal with a sealant. 5. Cover the circular rod with the hose and secure the overlaying with nylon thread. Note: The net opening should not be too large. Also the rim may be covered with a soft hose to reduce damage to the fish. 5

14 4 Conduct Activity on Making of a Scoop Net by Trainees Prepare materials needed beforehand (one set per participant): See list of materials above Distribute the needed materials for a scoop net to the trainees. Supervise the making of a scoop net. Tips: Trainer to sit with each participant and supervise him in making the scoop net. Trainer to ensure that he will have covered all participants within the time allotted. If the trainees were not able to finish their scoop net during workshop time, visit them at their home where they continue the making of the scoop net to make sure that the scoop net is constructed properly. Demonstrate how to use Scoop Net properly Ask participants to practice after the demonstration Closing/Wrap up Repeat key messages for the session Give a briefing on the next session 6

15 Session 4: How to Make and Use Stocking Net 1 Attendance/Roll Call and Give an Ice Breaker to start the day 2 Present lecture on Stocking Net 2.1 Use presentation material in power point/manila paper. 2.2 Encourage trainees to ask questions and clarify items presented that they find confusing. 3 Demonstrate how to make a Stocking Net Prepare needed materials beforehand: 1. 2 square meter mesh net 24mm mesh size 2. Scissors 3. Monofilament nylon thread (80 pound) meters 3mm rope Demonstrate Steps in Making Stocking Net 1. Sew the two sides of the 2 square meters non-fine mesh net together. 2. Insert a rope on each opening of the net. Pass the rope in and out of the third or fourth row of mesh. (Note: Do not use the end row of mesh.) 3. Close one of the openings. Pull both ends of the rope together then entwine the rope around the net to secure the closing. This will serve as the bottom. 4. Make a loop at one end of the rope at the open side of the net. Insert the other end of the rope in the loop then make a knot to prevent the rope from slipping. 4 Conduct Activity on Making of a Stocking Net by Trainees Prepare materials needed beforehand (one set per participant): See list of materials above Distribute the needed materials for a stocking net to the trainees. Supervise the making of a stocking net. Tips: Trainer to sit with each participant and supervise him in making the stocking net. Trainer to ensure that he will have covered all participants within the time allotted. If the trainees were not able to finish their stocking net during workshop time, visit them at their home where they continue the making of the stocking net to make sure that the stocking net is constructed properly. 7

16 5 Demonstrate how to use a Stocking Net Ask participants to practice after the demonstration. 6 Closing/Wrap up Repeat key messages for the session Give a briefing on the next session 8

17 Session 5: How to Make and Use a Stocking Box (Receiving Cage) 1 Attendance/Roll Call and Give an Ice Breaker to start the day 2 Present lecture on Stocking Box 2.1 Use presentation material in power point/manila paper. 2.2 Encourage trainees to ask questions and clarify items presented that they find confusing. 3 Demonstrate how to make a Stocking Box Prepare needed materials beforehand: 1. 2 used square container 20L containers 2. 2 pcs. 80mm PVC 1m long mm PVC cap 4. Nylon thread (12m) 5. Polyethylene rope (10m) 6. Boring drill or sharpened wire heated to make holes all around Demonstrate step by step procedure in making a stocking box 1. Using a knife, remove the middle portion (approximately 20 X30 cm) of the cover of one wide side of the container fully. This will serve as the opening of the box. 2. Using a boring drill or a heated sharpened wire bore holes on the upper sides of the container. Make sure to put holes near the lid for use in tying the container to the PVC frame later. Set aside. 3. Put one 1m PVC pipe beside the two containers (opening facing up) and tie the containers and pipe together. Repeat using the other 1m PVC pipe on the other side. 4. Tie the 10m rope at the centre of the container (widths end) on ether side. This is the towrope. 9

18 4 Conduct Activity on Making of a Stocking Box by Trainees Prepare materials needed beforehand (one set per participant): See list of materials above Distribute the needed materials for a stocking box to the trainees. Supervise the making of a stocking box. Tips: Trainer to sit with each participant and supervise him in making the scoop net. Trainer to ensure that he will have covered all participants within the time allotted. If the trainees were not able to finish their scoop net during workshop time, visit them at their home where they continue the making of the scoop net to make sure that the scoop net is constructed properly. 5 Demonstrate how to use a Stocking Box Ask participants to practice after demonstration Closing/Wrap up Repeat key messages for the session Give a briefing on the next session 10

19 Fish Net Making - Handout Introduction: The sustainability of improved fishery livelihoods is dependent on healthy reefs. One traditional method used by other countries in fishing aquarium fish is by using cyanide. This method not only destroys reefs, fishes caught by cyanide are unhealthy and die after an average of three months or even as early as a few days after arrival. With proper training and coach, it is possible and economically viable to stop using cyanide. Cyanide is not the only way to fish aquarium fishes. Aquarium fishes can be caught using net only techniques. Reminder! Why Is It Not Good to Handle Fish Using Coarse Net Fish are covered with protective mucus. Handling them with coarse nets removes the mucus, (rubs it off). The fish can then become infected or susceptible to parasitic or fungal infestation which could result in high mortality. 11

20 Type of net Type of tropical fish that this can catch Habitat or substrate where net is appropriate Diving Technique Used Barrier net combined with scoop net Damsels, angels, butterflies, lionfish Used at depths o 10m on a flat bottom with seagrass bed or coral reef. Free diving Should not be used to fish species associated with shallow reef areas Should be used 1 meter away from the corals 12

21 Type of net Type of tropical fish that this can catch Habitat or substrate where net is appropriate Diving Technique Used Scoop net only Use for catching slow swimming species such as clown fish, shrimps and crabs. Any habitat or substrate Free diving It is also used in transferring one marine organism from one container to another. Stocking net For holding fish during at least 3 meters fishing time 13

22 Making a Barrier Net Handout How to make a Barrier Net Materials Needed: 1. 7m x 1m Monofilament Nylon Net - 24 mm mesh size 2. Nylon Thread - #30 3. Nylon Thread - #2 4. Fisherman s Needle plastic or bamboo 14

23 5. ½ kilo Lead round, about 3 cm long type pieces of rubber floater ( 6-7cm long) 8. 4 pieces wooden poles 7. Scissors / Knife 9. Needle (biggest size) or improvised needle 10. Bottle or any container 15

24 Instructions: 1. Interweave the 6.5 m nylon thread (#2 type) on each longitudinal side of the 7m x 1m Monofilament Nylon Net. Set aside. 2. String together 25 floaters on to a 6.5 m nylon thread (#2). The distance between each floater should be 10 15cm. Set aside. 16

25 3. Cut the sinkers slowly into half to avoid clogging/closing of their holes. 4. Put the halved sinkers in a bottle/container. Shake the bottle/container to smoothen the edge of the lead. This prevents net entanglement during fishing. 5. String together the sinkers with a 6.5m nylon thread (#2). 6. Stretch the nylon on both sides of the net and attach its four ends to buried poles. Make sure that no part of the net is touching the ground. 17

26 7. On one side of the net, attach and sew using the nylon thread #30 the stringed sinkers through the net s outermost row of eyes incorporating the previously inserted 6.5 meter nylon thread. This side will be considered as the bottom of the net. 8. In the same manner, attach the stringed floaters on the other side. Reminder! 1. The smaller the lead, the more flexible the net. 18

27 Making a Scoop Net - Handout How to make a scoop net Materials Needed 1. 1 pc Carbonized 3mm rod - 65cm 2. 25cm30cm smooth net - # 24 mesh size 3. Fisherman s Needle 4. Monofilament Nylon thread - #10 19

28 5. 20mm PVC pipe 15cm 6. 1 pc plastic or rubber hose 45 cm cut lengthwise 7. sealant Instructions: 1. Bend the stainless steel rod into a circular form, leaving at least 7cm ( 2 ½ inches) at both ends for the attachment of the handle. 20

29 2. Interweave the net in the circular rod. 3. Sew the sides together and close the bottom by tying a knot and then sealing it with a sealant. 21

30 4. Insert ends of rod into the PVC pipe. Seal with a sealant. 5. Cover the circular rod with the hose and secure the overlaying with nylon thread. 22

31 Making a Stocking Net Handout How to make a Stocking Net Materials Needed: 1. 2 square meter fine mesh net 24mm mesh size 2. 2 square meter black or green non-fine mesh net - 25 mesh size 3. Scissors 4. Monofilament nylon thread (#15) 23

32 5. Fisherman s Needle meters rope 8. Monofilament nylon thread 24

33 Steps in Making Stocking Net: 1. Sew the two sides of the 2 square meters non-fine mesh net together. 2. Insert a rope on each opening of the net. Pass the rope in and out of the third or fourth row of mesh. (Note: Do not use the end row of mesh.) 25

34 3. Close one of the openings. Pull both ends of the rope together then entwine the rope around the net to secure the closing. This will serve as the bottom. 4. Make a loop at one end of the rope at the open side of the net. Insert the other end of the rope in the loop then make a knot to prevent the rope from slipping. 26

35 Making a Stocking Box Handout How to make a Stocking Box Materials Needed: 2. 2 pcs. 1m PVC pipe 80mm with 2 80mm caps 1. 2 used square container 20L 3. Nylon thread 4. Polyethylene rope 27

36 8. Knife 9. drill or heated wire 28

37 Instructions: 1. Using a knife, remove the middle portion (approximately 20 x 30 cm) of the cover of one wide side of the container fully. This will serve as the opening of the box. 2. Using a boring drill or a heated sharpened wire, bore holes on the upper sides of the container. Make sure to put holes near the lid for use in tying the container to the PVC frame later. 29

38 3. Put one 1m PVC pipe beside the two containers (opening facing up) and tie the containers and pipe together. Repeat using the other 1m PVC pipe on the other side. 4. Tie the 10m rope at the centre of the container (widths end) on ether side. This is the towrope. 30

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40 MODULE 2: SPECIES IDENTIFICATIOM Module Summary Content How to Identify Aquarium Fish Species Types of Marine Aquarium Fish Types of Marine Aquarium Invertebrates Hazardous Marine Organisms Learning Objectives At the end of the training session, trainees will be able to: Identify different classification of fish through distinguishable features Identify and describe different aquarium fish and invertebrates Identify hazardous marine organisms Key Messages 1. It is important to be able to identify fish properly to prevent catching fish that is not in the order list which in return will avoid wastage. 2. It is also important to know the different kinds of fish to avoid getting hurt when fishing. Introduction to Species Identification Definition of Terms Species A group of interbreeding organisms with fertile offspring Within a species, there may be physical differences according to age, maturity, size, sex, and regional varieties (location of capture). 32

41 There are more than 20,000 species of fish in the world More than 11,000 fish are found in marine waters Common name The name a species is called in a certain area Various different common names are applied to one species, depending on the area and language/dialect. Sometimes the same common name is applied to different species. Scientific name The scientific name is the Latin name for every species. It is recognized as the standard name by which organisms are identified. It is made up of the Genus (with a capital letter) and the species name. It is written either in normal typeface and underlined (e.g. Amphiprion frenatus) or in italics (e.g. Amphiprion frenatus). Generally, there is only one internationally accepted scientific name per species. It is used by the exporters, importers and retailers, to ensure that they all know which species is being referred to. REMINDERS! It is important therefore that the common and local names should be crossreferenced to the scientific name and vice versa to avoid confusion. Not all species are identified, so a completely new, un-described species comes onto the market. 33

42 Parts of Fish 34

43 Species Identification Each species has unique characteristics. Fishes may be differentiated from one another according to: 1. Body shapes 2. Mouth position and Modification 3. Dorsal Fin/Tail Types and Accessories 4. Head shapes Body Shapes Shape Illustration Example Torpedo Shaped/ Fusiform moderately long, the most common fish shape. V-tail/Flagtail Grouper (Cephalopholis urodeta) Elongated some are extremely long (eels), others are small (gobies). Snowflake Eel (Echidna nebulosa) Disc-Shaped - deep-bodied and slim Majestic/ Blue Girdled Angelfish (Pomacanthus navarchus) 35

44 Shape Illustration Example Oval-Shaped basically oblongshaped, thin-bodied. Some are large (tangs) and some are small (damsels) Yellow Foxface (Siganus vulpinus) Diamond-Shaped/ Rhomboid - deepbodied and stout Humu-humu/ White Banded Triggerfish (Rhinecanthus aculeatus) Triggerfish Family (Balistidae) Flat fish very flattened bodies with both eyes found on same side. Peacock sole ((Bothus mancus) Sole family (Soleidae) REMINDER! Some fish have odd shapes that may not conform to our classifications. This only shows that each species have distinct body shape that will help in their identification. 36

45 Mouth Position and Modification Mouth Position Position Illustration Example Superior/Oblique sloping up or points upward, commonly for surface feeders. Sargassum Fish (Histrio histrio) Interior/Underneathsloping down, commonly for bottom feeders. Banded Catshark (Chiloscyllium punctatum) Anterior/Terminal at end of snout, most common. Blue Devil Damsel (Chrysiptera cyanea) Mouth Modification/Accessories Modification/Accessories Illustration Example Beak-like mouth Bicolor Parrotfish (Cetroscarus bicolor) Small Elongated Mouth (this is also a terminal mouth) Chelmon Butterflyfish (Chelmon rostratus) 37

46 Protrusible Mouth able to extend Speckled Sandperch (Parapercis hexophtalma) Barbels small flesh filaments hanging on the chin of the fish Yellow Goatfish (Parupeneus cyclostomus) Caudal Fin/Tail Types and Accessories Caudal Fin/Tail Types Type Illustration Example Lunate tail Masked Rabbitfish (Siganus puellus) Forked tail Blue-Green Chromis (Chromis viridis) Truncate tail Leopard Wrasse (Macroparhyngodon meleagris) 38

47 Type Illustration Example Round tail Auriga Butterflyfish (Chaetodon auriga) Emarginate tail Spotted Grunt/ Harlequin Sweetlips (Plectorhinchus chaetodonoides) Un-equal Tail Banded Catshark (Chiloscyllium punctatum) Lanceolate tail Betta Marine/ Cometta Grouper (Calloplesiops altivelis) Tapering Tail Coral Catfish (Plotosus lineatus) 39

48 Caudal Fin/Tail Accessories Accessories Illustration Example Scutes or keels Golden Trevally (Gnathanodon speciosus) Finlets (Note: Species with finlets are mostly foodfish) Spines on tail base Orange-Shoulder Tang (Acanthurus olivaceus) Dorsal Fin Types Type Illustration Example Single Dorsal Continuous Fin Domino Damselfish (Dascyllus trimaculatus) Single Notched Dorsal Fin Longnose Hawkfish (Oxycirrhites typus) Two Dorsal Fins Yellow Goatfish (Parupeneus cyclostomus) 40

49 Type Illustration Example Dorsal Fin with Filaments Moorish idol (Zanclus cornutus) Sail-like Dorsal Fin Pinnatus Batfish (Platax pinnatus) Anal Fin Type Type Illustration Example Short-Based Anal Fin - total length of the fin base reaching only a short distance from the tail base White-spotted Pufferfish (Arothron hispidus) Long-Based Anal Finstretching all the way from the tail to mid-body Pinktail/ Whitetail Triggerfish (Melichthys vidua) 41

50 Pectoral Fin Type Type Illustration Example Short Pectoral Fin length of pectoral fin is shorter than body width of the fish. Bird Wrasse- Green/Male (Gomphosus varius) Long Pectoral Fin length of pectoral fin is more than the body width of the fish Golden Trevally (Gnathanodon speciosus) Expanded Blue-Spotted Sting Ray (Taeniura lymma) Extremely Long and Wide Pectoral Fin Flying Gurnard (Dactylopterus volitans) Pelvic Fin Position Position Illustration Example Front Pelvic Fins pelvic fin located before or under the pectoral fin Talbot s Damselfish (Chrysiptera talboti) 42

51 Position Illustration Example Middle Pelvic Fins - pelvic fin located on the center of the body Longnose Hawkfish (Oxycirrhites typus) Back Pelvic Fins - pelvic fin lies near the anal fin at the rear of the body Note: Species with back pelvic fins are mostly food fish) Head Profile and Accessories Head Profile Profile Illustration Example Steep Powder Brown Tang/ White-faced Surgeonfish (Acanthurus japonicus) Concave Panther Grouper (Cromileptes altivelis) Head Accessories Accessories Illustration Example Cirri small soft projections on the head Dusky Blenny (Atrosalarias fuscus) 43

52 Horns Long-horned Cowfish (Lactoria cornuta) 44

53 Size Each species has size limitations (e.g. damsels cannot grow as big as adult angelfish). Catching fish of the correct size is very important. Fish that are too large/old or too small/young should not be caught. Color Each species has distinct coloration. Sometimes, fish belonging to same species differ in color shading from each other due to the following reasons: a) mood b) season c) habitat d) sex and breeding condition e) age f) size REMINDER!!! If the identity of a species is in doubt, usually a preserved specimen or at least a photograph should be sent to an expert for identification. 45

54 The Marine Aquarium Organisms The Marine Aquarium Fish Families Type Description Sample Picture Angelfish Have cheek-spines- bony spike which projects backwards half an inch or so from the gill plate. Strongly compressed body. Caudal fin rounded to strongly lunate. Juveniles have different coloration than the adult and are of the same color pattern black with circular or semi-circular white markings. Found in shallow waters of less than 20 m deep, very seldom below 50 m; generally near coral reefs. Some species feed primarily on filamentous algae, others feed primarily on zooplankton, and most others feed on sponges, invertebrates, algae and fish eggs. Can produce audible sounds. Anglerfish/ Frogfish They are small fish with globular body, large globose heads and large oblique mouth. Have three extended dorsal fin spines on their heads, limb-like pectoral fin. They are mostly bottom-dwelling fishes that are well camouflaged. They employ the first dorsal spine as a fishing lure to attract prey, mostly fishes and crustaceans. Can eat organisms larger than themselves. 46

55 Anthias Type Description Sample Picture Are mostly small and colorful with fusiform body. (same family as groupers) Gill covering bearing three spines - a main spine with one below and one above it. Anal fin has three spines, caudal fin usually rounded, truncate (short and cut off), or lunate; rarely forked. Dorsal fin may be notched, oftentimes, extended 3rd dorsal spine. They usually form large schools that swim high above the bottom. Common on outer reef slopes. They are planktivores (feeding primarily on planktons which are tiny live crustaceans and fish eggs floating in the water). They are able to change sex from females to males. Bannerfish (belongs to butterflyfish family) Disc-shaped and strongly compressed, just like the butterfly fish. Has an elongated fourth dorsal spine, often longer than the body. Dorsal fins carrying white filament like a banner. In most species, mature ones have horns on the forehead. 47

56 Type Description Sample Picture Batfish Body nearly circular, very compressed laterally, with small scales, small mouth. Have tall dorsal and anal fins. Form schools and often seen on outer reef slopes, around shipwrecks, and off sandy beaches. Omnivores (eat both plants and animals). They feed mostly on algae and small invertebrates found under the sea. Blennies Elongated, scale-less body, maximum length about 54 cm; most are smaller than 15 centimeters. Usually with blunt head, some have cirris small fleshy projections on the forehead. Mouth low on the head. Pelvic fins before pectorals, with one short inconspicuous spine. Single dorsal fin, some deeply notched. Mostly bottom-dwelling species. They feed on a mixed diet of algae and benthic invertebrates; some are planktivores, and some are specialized to feed on skin or fins of larger fish mimicking cleaner wrasses. 48

57 Type Description Sample Picture Boxfish and Have bony outer covering, very small mouth set low on the head. Cowfish No spines on fins. Relatively poor swimmers. Have poisonous slime on their bodies. Do not mix this species with other fish for they will give off lethal poisons when agitated! Butterflyfish Most colorful of the aquarium fishes. Disc shaped, highly laterally compressed body. Continuous dorsal fin. Often with false eye (a black spot or band in their body that will look like eye). Species such as the ornate butterflyfish (Chaetodon ornatissimus) and Meyer s butterflyfish (C. meyeri) are obligate coral feeders (they only feed on corals). These species are difficult to keep and should therefore not be caught. Cardinalfish Small, shy fishes, with large slightly oblique mouth. Two separate dorsal fins. Can stay motionless. Can be found in wide variety of habitats, even among the spines of sea urchins. Nocturnal (conduct their activities at night). 49

58 Catfish Slender, tapering body. Carnivorous (they feed only on fish meat). Large head with rounded snout and eight barbels around the broad mouth. Spines present on first dorsal fin and in front of pectoral fin. Second dorsal fin fused with the pointed tail and anal fin. Clownfish/ Anemonefish (belongs to the family of damselfish) Damselfish and Chromis Body moderately deep compressed laterally like the damsels. With bands of enamel white on a background of red, orange, pink, maroon, or brown. Symbiotic with anemones. Symbiotic means they live in harmony. The clownfish feed the anemones while the anemones provide them shelter. Also, one protects the other. Most conspicuous of the fishes. Body usually deep and compressed, also described as small ovals, about 35 cm maximum length. Small terminal mouth. One nostril on each side of head; double nostrils in some species. Juveniles of some species have distinct color than their adult counterpart Many species are highly territorial. Some are herbivores (feed on plants only), others are omnivores, and several are planktivores. 50

59 Dartfish and Gudgeonfish Oftentimes grouped with the gobies. They look like gobies but members of this family have two separate pelvic fins. Body elongated to anguilliform (eel-like), strongly compressed. Scales small and embedded in body. Caudal fin separate or confluent with dorsal and anal fins. Inhabits shallow waters, coral reefs, muddy estuaries and tide pools. Often burrowing in sand and mud. Hover above the substrate to feed on zooplankton. Dottybacks Elongated, small body, mostly below 11 cm. Often brilliantly colored, maybe variable within species. One spine on pelvic fin. Pelvic fin below or before pectoral fin base. Most species remain near crevices or among rubble. They feed on small invertebrates and fishes. Dragonets Similar to blennies but they have no scales. With small gill opening on upper side of head and a strong spine on the gill cover Two dorsal rays of the male are extended. Typically live on sandy bottoms, some species are reef dwellers. Feed on small benthic (bottom dwelling) invertebrates; 51

60 Eels (Moray, Snake, and Garden Eel Families) Anguilliform (snake-like) body, lack scales No pectoral fins Dorsal and anal fin confluent with pointed caudal fin Most species have single gill opening behind the head Filefish/ Leatherjackets Rhomboid (diamond-shaped), rough body, more compressed than the triggerfish Small elongated mouth. Usually have two dorsal spines, the second is much smaller or may be absent. Flatfish (includes rightand left-eye flounders, halibuts, soles, and tongue soles) Flying Gurnards/ Helmet Gurnards Very flattened body with both eyes on the same side. Can change color to blend with the surroundings. Single dorsal fin that originates either above or in front of the eye. Lives on the seafloor. Elongated body Isolated dorsal spine on top of head, long backward projecting spine on cheek. Enlarged pectoral fins. Found on rubble bottoms. 52

61 Goatfish Moderately elongated body with large scales. Two separate dorsal fins. Have a pair of feelers on the chin used for finding food. They occur on reefs and adjacent sand or rubble bottoms. Feeds on worms, crustaceans, brittle stars, some species eat small fishes. Gobies Most abundant family on the coral reef. Elongated body with some reaching to 50 cm maximum length; most species below 10 cm, some have small scales, others have no scales. With fused disc-like pelvic fins. Spinous (like a long spines) dorsal, when present, is with 2-8 flexible spines and discontinuous with soft dorsal. Live in shallow coastal waters and around coral reefs, some burrows in sand or rubble bottoms. Some species have symbiotic relationships with invertebrates (e.g. shrimps). Others are known to remove parasites from other fishes 53

62 Groupers (same family as anthias) Just like the Anthias, groupers have three spines - a main spine with one below and one above it- in the gill covering. Dorsal fin may be notched and with stout spines. Spines also found in front of anal fin. They attain up to three meters maximum length and weights of up to 400 kg. They are bottom-dwelling predators. They feed on crustaceans and fishes. Highly commercial food fish. Grunts/ Sweetlips Thick lipped and small mouth. Large pectoral fins. Continuous dorsal fin. Can be seen in large numbers around the reefs by day and scattering at night to forage for invertebrates. Make an audible sound by grinding their teeth together. Grunters/ Tigerperches Egg-shaped silvery body flattened on both sides with various pattern of dark stripes. Found in shallow sandy bottoms especially near river mouths. Feed on invertebrates, fishes and algae. Basically food fish, only a few species are traded for aquarium. 54

63 Hawkfish Species usually small and very colorful, maximum length about 55 centimeters. Lionfish (belongs scorpionfish family) Monocle Breams to Continuous dorsal fin with small filaments at tip of each dorsal spine. Thickened lower pectoral rays enabling the fish for perching. Inhabit rocks and corals. Feed on small crustaceans and fishes. Stout body covered with skin flaps. Face covered with ridges. Terminal large mouth. Long filamentous pectoral rays connected for most of their length by membranes Bottom-dwelling and carnivorous Have poisonous spines and can be dangerous if handled! Spines may puncture poly bags. Recommended to provide layers of paper between multiple poly bags. Slender body with large scales. Some have stout spine under the eye. Found near coral reefs often in nearby sandy or rubble areas. Feed on invertebrates especially worms, prawns and crabs. Basically foodfish, seldom for aquarium. 55

64 Moorish Idol Body similar to butterflyfish but has longer snout with a small mouth containing numerous elongated bristle-like teeth. Has considerable yellow coloration in the body and a black tail. High dorsal fin with elongated spine trailing as filament. Feeds mainly on sponges, also benthic invertebrates. Parrotfish Teeth are fused into a beak-like structure. Moderately elongated body with large scales. Sleep on caves, ledges at night. Feeds on benthic algae, some eat corals, sea grasses and algae. Pufferfish Inflate themselves with air or water until spherical when agitated No spines on fins No pelvic fins. Dorsal fin well back on the body. Naked (without scales) or with short prickles in belly. Porcupinefish Inflate themselves with air or water until spherical. Have sharp spines around their head and body that can inflict painful wounds. With large eyes and powerful jaws. Nocturnal. 56

65 Rabbitfish Oval-shaped, laterally compressed body. Each pelvic fin with three soft rays between an inner and an outer spine. Dorsal fin with 13 strong spines; soft rays 10. Some species in schools. All species diurnal (awake and active on day). They feed on benthic algae. Rays (includes stingray, manta ray, and eagle ray families) Remoras/ Suckerfish Flat, compressed body, often kite-shaped. Gill slits in the ventral part of the body. Skeleton is composed entirely of cartilage. Enlarged pectoral fins are fused to the sides of the head. Some species have a poisonous spine on the tail. Slender body. First dorsal fin modified as sucking-disc on top of head used to attach to sharks, ray, turtles, whales, dolphins. Feed on scraps of food from hosts. 57

66 Roundheads/ Longfins Elongated fishes with large mouths and large eyes. Maximum length about 20 cm. Genus Calloplesiops has false eye in the dorsal fin and may pose as an inverted image of a fish. Nocturnal. Feed on small crustaceans and fishes. Hide in caves, crevices, ledges and in holes by day. Sandperches/ Grubfish Elongated body, nearly cylindrical with terminal, protrusible mouth. Can stand with the long pelvic fin. Long-based anal fin. Often found in sand and rubble areas. Feed on small fish and crustaceans. Scorpionfish (including leaf fish} Seahorses and Pipefishes Large head with many ridges and spines. Single dorsal fin, strongly notched. Different color patterns that blends well with surroundings. Reef species hiding in coral crevices. Small, elongated, slender body comprised of bony segments. Long tubular snout, no teeth, feed on tiny benthic and planktonic animals. No pelvic fins, some species have very small anal fin. Lives in seagrass beds, on coral heads, and in crevices. Seahorses have horse-like head, long prehensile tail used to anchor them. Seahorses are in the CITES List. Fishing and trading banned in the Philippines. 58

67 Sharks (include families of catsharks, tiger sharks, whale sharks, etc ) Sleek, streamlined body covered with dermal denticles to protect their skin from damage and parasites and to improve fluid dynamics. Flattened head, long and arched mouth underneath, small slits behind eyes. Rough skin. Have five to seven gill slits and replaceable teeth. Skeleton is composed entirely of cartilage. Most traded species is the banded catshark that lives on shallow waters. It feeds on invertebrates and small fishes. Shrimpfish/ Razorfish Compressed body, with hard exterior surface. Small transparent fins. It spends most of the time standing on its head. Found in inshore waters on spines of sea urchins and coral branches. Squirrelfish/ Soldierfish Red to silvery coloration Deep-bodied with large rough scales and large eyes. Can produce audible sounds. Come out at night to hunt small fishes and crustaceans. At daytime, they shelter in caves, under ledges, or near the bottom. Basically caught for food consumption. 59

68 Snappers Round to elongated, robust body with scaly cheek. Moderate to large terminal mouth with jaws bearing enlarged canine teeth. Dorsal fin continuous or slightly notched. Pelvic fins originating just behind pectoral base. Predators. Form schools (sometimes, stationary) during the day on shipwrecks, around coral formations, and along the upper edge of drop-offs. Foodfish. Stonefish Pectoral rays are attached together. They camouflage as rock, with lots of glands appearing as warts. Have venoms secreted from glands at the base of their needle-like dorsal fin spines. Most poisonous of all the fish!!! Tangs/ Surgeonfish Have deep, oval-shaped compressed body with very small scales. Small terminal mouth with a single row of close-set teeth. Eye high on the head. Have retractable flick-knife (caudal spine) at the base of the tail that folds into a groove. Other species have one or two fixed caudal spine/s. 60

69 Tilefish Slender elongated body with long pointed snout. Often, top of head flat. Gill covering with one blunt or sharp spine. One relatively long-based dorsal fin and anal fin with one or two weak spines. Live in pairs or colonies. All are deep water species found in a burrow or large rubble mound of their own construction. They feed on benthic invertebrates and zoopanktons (tiny floating larvae of marine animals). Trevallies /Jacks Streamlined body, compressed laterally. Rounded head profile. Stout spines in front of anal fin. Found in open water and/or steep outer reef walls. Powerful swimmers. 61

70 Triggerfish Rhomboid or diamond-shaped rough body. Small powerful mouth. Have three dorsal spines- the long first dorsal spine can be locked in the upright position by the second dorsal spine. Pelvic fins fused to one spine. Have rasp at the base of the tail that is used for attack. May also attack humans. They can inflict wound with their bites and rasp. Wasp fish Body compressed, head usually with ridges and spines. Have two spines on the gill covers. Can be seen rocking back and forth on the bottom in response to surge. Easily caught with small hand nets. Nocturnal. 62

71 Wrasses Covers a great range of species from diminutive species seldom exceeding three inches, to giants reaching several feet long. Most have elongated body. Protractible mouth (that can be extended forward). Jaw teeth with gaps between them; teeth usually jutting outward Swim with the pectoral fin, tail is used when speed is needed Many species are colorful that passes through different phases Most species are sand burrowers Most are carnivores on benthic invertebrates; also planktivores and some small species remove ectoparasites (small organisms clinging in the body of hosts) of larger fishes. 63

72 The Marine Aquarium Invertebrates Type Anemones Sample Pictures Corals Crabs Lobsters 64

73 Type Octopus Sample Pictures Sea Cucumbers /Slugs Sea Shells /Snails Sea Urchins 65

74 Type Shrimps Sample Pictures Starfish/ Brittle Stars 66

75 Hazardous Marine Organisms Type Description Sample Picture F I S H Catfish The modified spines in its pectoral fin are very pointed and sharp and can inflict pain. Lionfish Have poisonous fin spines that can cause painful swelling. Moray Eels Hide in coral reefs crevices and wait for passing prey. When touched, they are known to inflict serious wounds. Porcupinefish Their sharp body spines can cause painful wounds. Sting Rays When threatened, the ray will sway its tail slashing and stabbing its sting to the enemy. The spine in their whip like tail has serrated edges that can cause jagged cuts and has poison that can cause pain, swelling, and even death. Stonefish Camouflage well with its surroundings and oftentimes mistaken as a piece of stone. Most poisonous of all the fish! 67

76 Type Description Sample Picture F I S H Tangs/ Surgeonfish The retractable blade on the caudal fish of tangs is sharp and can cause wound. Triggerfish The strong mouth of triggerfish makes their bites painful and can chunk some meat. Type Description Sample Picture I N V E R T E B R A T E S Anemones Their tentacles have stinging organelles that can inflict an itching and burning sensation when touched. Some species stings however are barely noticeable to humans. Blue Ringed Octopus A relatively small octopus (hand-sized) with characteristic blue rings which can vary in thickness. Has an extremely poisonous bite! Do not touch! Cone shells Have an extendable poisonous spine, and can be extremely poisonous! 68

77 Crown of Have poisonous spines that can cause Thorns pain and swelling. Starfish A major predator on coral reefs. (Acanthaster Note and report the presence of these plancii) starfish, particularly when they occur in large numbers! Jellyfish Their tentacles sting can cause burning sensation and painful welt. Usually surface in the beach from January to March. The box jellyfish, transparent under water, has sting that is fatal to human. Fire Corals (Millepora sp.) Can inflict pain and burning sensation when brushed on the skin. Stinging Hydroids Soft coral that resembles chicken feathers. Can cause painful electrocuted like sensation when contacted. Sea Urchin The spines of sea urchin can cause burning pain when stepped upon. 69

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79 MODULE 3: KEEPING CATCH RECORDS & DOCUMENTING SHIPMENTS OF FISH Module Summary Content Session 1: How to complete Coordinators Logbook Session 2: How to prepare Monthly Catch Summary Session 3: How to complete a Packing List Session 4: How to analyze ORS and SSPR Learning Objectives At the end of the training session, trainees will be able to: Have a basic understanding of the different documents required by certification Be able to complete documents related to catch records and shipment of fish Be able to analyze the data in the documents Key Messages 1. Organizations perform better if they have proper documentation of all transactions. 2. Transparent documentation helps avoid misunderstandings that may arise among fishers and between fishers and exporters. 3. There will be less wastage of fish if shipping is organized. 71

80 Session 1: Completing Coordinators Logbook 1 Present lecture on coordinators logbook (15 minutes up to Step 2) Use presentation material in powerpoint/manila papers. 2 Demonstrate how to fill in the coordinators logbook 2.1 Prepare materials beforehand: coordinator s logbook form: in Manila Paper Permanent Pen/Marker Cut outs of fishes (at least 16 species) 2.2 Demonstrate how to fill up the coordinator s logbook. From among the cut outs, ask a participant (participant No. 1) to select eight (8) samples for demonstration purposes. Then ask another participant (participant No. 2) to select another eight (8) samples. The selected samples are assumed to be the catch of fish fisher Nos. 1 and 2. Segregate fish/organism samples selected by fish fisher no. 1 according to species and size. It is possible a fisher may fish different sizes of the same species. Segregate fish/organism samples selected by fish fisher no. 2 according to species and size. Start with Fisher No. 1: - Write the Name and ID Number of Fisher No. 1 (in column 1) - Fill in all columns one organism at a time. - If more than 1 size is caught for a species, record them separately (I.e. one row for organism A of size Small; and another row for specie A of size Medium) - Rule of thumb: one organism one size per row 72

81 - After all organisms/fishes caught have been recorded, make a summary (separate row) for the following columns: No. Delivered, No. Rejected and Total Price Proceed to Fisher No. 2: - Write the Name and ID Number of Fisher No. 2 on one row - Fill in all columns again one organism/fish at a time (one species, one size per row). - After all organisms caught by No. 2 have been recorded, make a summary (separate row) for the following columns: No. Delivered, No. Rejected and Total Price From time to time, ask participants if they have any questions. 3 Conduct simulation activity in filling up the coordinators logbook 3.1 Prepare materials beforehand: Cut outs of different kinds of fishes/species (5 species and 4 of each species a combination of in good condition, dead and rejected) Sample Coordinators Logbook (one per participant). Price list of fishes 3.2 Give instructions for the simulation exercise in filling up coordinators logbook Distribute Coordinator s logbook and Price List to participants (one set for each participant) Give 20 cut out fishes (5 species and 4 each species) per participant. Let participants fill in the logbook as demonstrated. - Ask participants to segregate fishes according to species in order to ensure orderly recording in the logbook - Ask participants to fill up all columns pertaining to one species before proceeding to the next species. For purposes of the activity, the prices of the species have been preidentified (participants will refer to price list distributed at the beginning of the activity). Note: In actual setting, the price will be based on the prevailing market price, local price, and operational costs to be set by the coordinator. The 73

82 coordinators may also use their own format as long as all the necessary information is contained in their logbook. Tips: Trainer to sit with each participant and assist him in filling up the logbook. Trainer to ensure that he will have covered all participants within the time allotted. Reiterate to participants the importance of reviewing and making sure that entries are correct At the end of 20 minutes collect filled up logbooks and check them for correctness. Make a copy of activity output for filing. 4 Have a short break before starting next session 74

83 Session 2: Making Monthly Catch Summary 1. Present lecture on monthly catch summary Use presentation material in powerpoint/manila papers. Distribute copies of forms. 2. Demonstrate how to complete the monthly catch summary form 2.1 Prepare materials beforehand Sample Monthly Catch Summary Form in Manila Paper Sample Filled up Coordinator Logbook 2.2 Demonstrate how to fill up the monthly catch summary form Distribute Filled up Coordinator Logbook to trainees. Demonstrate filling up of Monthly Catch Summary using filled up Coordinator Logbook Complete all columns first for one organism before proceeding to the next organism. Do at least 3 organisms. 3. Conduct activity in completing the Monthly Catch Summary 3.1 Prepare materials beforehand: Blank Monthly Catch Summary Form Filled up Coordinator Logbook (sample) distributed at start of demonstration 3.2 Give instructions for the activity Distribute Blank Monthly Catch Summary Form to trainees. Using the filled up Coordinator Logbook previously distributed to trainees, ask trainees to record the other organisms in the blank Summary Form. 75

84 Session 3: Preparing a packing List 1. Present lecture on preparing a packing list Use presentation material in powerpoint/manila papers. Distribute copies of forms. 2. Demonstrate how to complete the packing list form 2.1 Prepare materials beforehand Packing list Form in Manila Paper Permanent Pen/Marker Completed coordinators logbook (from Session 1) Cut outs of fishes/species (same cutouts used in demonstrating how to complete coordinators logbook) 2.2 Demonstrate how to complete the packing list form For Demonstration Purposes Only, use the data from filled up Logbook as starting point for completing the Packing List. Record each of the species accepted (based on the Logbook in Session 1). If there are more than 1 size for a particular specie, record each size on separate rows (one specie/one size/one row). From time to time, ask participants if they have any questions. 3 Conduct activity in completing the Packing List Give trainees cut outs of fishes (tell them to assume that these fishes have been properly screened, purged and ready for shipment) Using the fishes that were given to them, ask the participants to prepare the packing list as demonstrated. Record details of each specie to be shipped to exporter in separate rows Again, if there are more than 1 size for a particular species, record each size on separate rows (one specie/one size/one row). Additional tip (see other tips above): Remind participants that the packing list must be checked or verified against the fishes inside the boxes and against order list before s/he ships/transports fishes in order to avoid misidentification or shipping of unordered organism(s). 76

85 Session 4: ORS and SSPR 1. Present lecture on analyzing ORS and SSPR Use presentation material in powerpoint/manila papers. Distribute copies of forms. 2. Conduct activity in analyzing ORS and SSPR 2.1 Prepare materials beforehand: Filled up SSPR and ORS Forms Manila Paper for posting of answers 2.2 Instructions: Distribute Sample SSPR and ORS to participants. Divided participants groups (at least 2 in a group). Ask them to do an analysis on the Sample SSPR and ORS. - For the ORS, ask them to discuss the computation of percentage of DOA and rejects - For the SSPR, ask them to identify possible reasons for the rating and actions steps that must be done to prevent same errors from being committed in the succeeding shipments and thereby improve rating. Request each group to make a presentation after the allotted time. At the end of presentation, consolidate points raised by the group and points in Analysis of Performance Report End of Module 77

86 Attachment 1: Resources needed Session 1: Coordinator Logbook 1. Powerpoint Presentation No. 2. Sample Form Coordinator Logbook For Demonstration 1 (Coordinator Logbook): a. Cut out fishes b. Coordinator Logbook in Manila Paper c. Marker or Pentel Pen For Activity 1: Completing Coordinator Logbook 1. Coordinator Logbook Forms (one per participant) 2. Pencil or ballpen one for each participant 3. Cut out fishes Session 2: Monthly Catch Summary 1. Powerpoint Presentation No. 2. Sample Form Monthly Catch Summary For Demonstration 2 (Monthly Catch Summary) 1. Monthly Catch Summary Form 2. Filled up Coordinator Logbook For Activity 2: Completing Monthly Catch Summary 1. Monthly Catch Summary Form (one per participant) 2. Pencil or ballpen one for each participant 3. Filled up Coordinator Logbook (for Activity 1) Session 3: Packing List 1. Powerpoint presentation (PPT No. ) 2. Sample Form Packing List For Demonstration 3 (Packing List): 1. Coordinator Packing List in Manila Paper 2. Marker or Pentel Pen 3. Filled up Coordinator Logbook (In Demo 1) 78

87 For Activity 3: Completing Coordinator Packing List 1. Coordinator Packing List Form (one per participant) 2. Pencil or ballpen one for each participant 3. Cut out fishes from Activity 1 Note: Participants will work on same fishes for the two activities. Session 4: ORS and SSPR 1. Powerpoint Presentation NO. For Pax Kit: 1. Handouts 2. Ball Pen 3. Writing Paper or Notebook 4. Envelope Other Training Supplies and Materials: 1. Attendance Sheet 2. Ball pen 3. Whiteboard 4. Whiteboard Markers 2 colors 5. Camera for photo documentation 6. Masking tape 7. Manila papers 79

88 Coordinators logbook - Handout What is the Coordinators Logbook? The Coordinators Logbook is a document where the details of the daily fish harvesting of each fish fisher in the area are recorded. See Table 1 on last page of this section for a sample of a filled up coordinator s logbook. Why use a coordinator s logbook? The coordinators who are already using a record book use it mainly for business purposes, ie to record the volume and value of fish delivered to them so that they know how much they need to pay fishers and to have a record of available stocks. The coordinators logbook being proposed serves the same purposes. In addition, the coordinator s logbook provides information on the number of fishes caught from the FMA and the number of fishes that were rejected by the coordinator and released back to the sea. This information, along with other data, is used by the MAP (management area plan) committee in assessing the status of fish stocks and in determining adaptive management tools that may be required to ensure the sustainability of the marine aquarium fishery in the area. Who fills in the Coordinator s Logbook? The Coordinator or his/her partner or children fill in the Coordinator s Logbook in his/her area. In some FMAs, it is usually the wives who keep the records. How often is the Coordinator s Logbook updated? The Coordinator shall fill in the logbook daily based on the fish catching activities of the fish fishers in his/her area. What are the data included in the Coordinator s Logbook? Refer to Table 1 as you read the contents of the table below. The numbers in the first column (Headings) correspond to the same number in the items that needs to be filled in Table 1. 80

89 Headings What to Write Example [1] Fishery Write Name of FMA Gaire Management Area [2] Date Write Date 31 August 2009 [3] Coordinator s Write Name of Coordinator filling Name up the logbook [4] Fishers Name Write Name of Fisher and ID and ID number number [5] MOID Write MOID Number of the fish caught and ID Number of fish fisher [6] Common Name Write Common Name or Local Name of the organism caught [7] Total Time in Indicate number of hours spent in Water catching all the fishes delivered at one time by one fisher (i.e. actual time spent underwater excluding travel to reef site and waiting in the boat) [8] Size Indicate size of fish caught (use codes) Joe Blow Emic, CL Yellow Tang 4 hours Codes: XS extra small Small S Medium M Large - L XL- extra large [9] No. Delivered Write the number of organism per 6 species delivered by fish fisher to coordinator [10] No. of Rejects Write the total number of organism 1 per species which are rejected by coordinator [11] Price Each Write unit price of organism K15.00 [12] Total Price Write total cost of organisms delivered M K60.00 Formula: Total Cost = (No. Delivered No. Rejected) OR (No. of Fish Accepted by Coordinator) x Price Each 81

90 Table 1: Sampled filled up Coordinator s Logbook [1] FMA Gaire Coordinators Logbook [2] Date 31 August 2009 [3] Coordinators Name Joe BLow_ [4] Fisher s Name and number Emic CL003 [5] MOID [6] Common Name [7] Total Time in water [8] Size [9] No. Delivered to coordinator [10] No. of Rejects* [11] Price Each [12] Total Price Chelmon M Percula S Panther M Lipstick Tang Turbo Snail L M hrs Goy CL Chelmon M Oriole S Panther S Blue Tang L Turbo Snail M hrs *Assume these were released back to the sea. F I S H E R S D A I L Y L OG B OOK 82

91 Name of Fisher/ Fisher s ID #: Fishery Management Area: Fishing Time: Date: Species Caught QTY. Reject Remarks Blue Koran - s Blue Koran-m Blue Koran - L Monthly Catch Summary Handout What is the Monthly Catch Summary? 83

92 The Monthly Catch Summary is a tally of the total marine aquarium fish fished in a given month in a given FMA. The Monthly Catch Summary gives a computation of the remaining Total Target Catch (TAC) for each species in a certain FMA. The TAC is the number of fishes of a certain species that the Fishers are allowed to catch within a given year. This number is a fraction of the total estimated number of fishes of a certain species for a given year in a given FMA. The estimated number of fishes is determined through a resource assessment exercise. The fraction estimated as TAC is determined from natural mortality rates or a set 10% when growth parameters are unavailable. When is the Monthly Catch Summary Prepared? It is prepared at the end of each month. What are the data included in the Monthly Catch Summary? Refer to Table 2 as you read the contents of the table below. The numbers in the first column (Headings) correspond to the same number in the items that needs to be filled up in Table 2. Headings What to Write Example [1] FMA Write name of the FMA Gaire [2] Month and Year Write month and year in August 2009 which summary is being tallied [3] Coordinator Write Name of Joe Blow Coordinator [4] Tallied By Write the Name of the Person who prepared the form and position title Jebjeb Lopez (Community organizer) Eddie Lariosa (Coordinator) [5] Number Write number of item being listed [6] MOID Indicate MOID number of the particular fish/organism [7] Scientific Name Write Scientific Name of Chelmon rostratus [8] Common Name and size the fish/organism Write the Common Name or Local Name of the fish/organisms and their size: S for Small, M for Medium and L for Large Note: One Chelmon (M) 84

93 [9] Beginning balance of TAC (Total Allowable Catch) for the Year [10] Number of Organisms Delivered to Coordinator [11] Ending balance of TAC Organism/One Size/One Row Write TAC for the beginning balance of TAC for the year Write the total number of organisms per species caught by all the fishers in the given month Indicate the running balance of the TAC Formula: Beginning balance of TAC for the month Less No. of Organisms delivered less rejects (released back to the sea) 340 Note: The figure 340 is also the ending balance for the previous month, July. Panther (M) = 4 Note: Do not include rejects if these were released back to the sea. 312 Computation: 340 (Beginning of TAC for Aug) minus 28 (No. of organisms delivered less rejects for Aug) Table 1: Sample completed MAC Coordinator s Logbook FMA Gaire Coordinators Logbook Date 31 August 2009 Coordinators Name Joe BLow_ Fisher s Name and number MOID Common Name Total Time in water Size No. Delivered to coordinator No. of Rejects* Price Each Total Price Emic CL Chelmon M Percula S Panther M Lipstick Tang Turbo Snail L M hrs

94 Goy CL Chelmon M Oriole S Panther S Blue Tang L Turbo Snail M hrs *Assume these were released back to the sea. Assuming, for demonstration purposes, that the above were all the contents of the coordinator s logbook for the month of August, the completed monthly catch summary form for August should look like what s in Table 2. 86

95 Table 2: Sample completed Monthly Catch Summary Sheet [1] FMA: Gaire [2] Coordinator: Ilo Hare [3] Month/year: August 2009 [4] Tallied by: Joe Blow [Community organizer] [5] No. [6] MOID [7] Scientific Name [8] Common Name and size [9] Beginning balance of TAC* for the year [10] Total Catch for the Month** [11] Ending balance of TAC Chelmon rostratus Chelmon (M) Amphiprion ocellaris Percula (S) Cromileptes altiveles Panther (M) Cromileptes altiveles Panther (S) Naso lituratus Lipstick tang Tectus niloticus Turbo snail Centropyge bicolor Oriole Paracanthus hepatus Blue tang Total 70 *Sample only: TAC levels will be taken from RAM Survey results. **Do not include rejects released back to the sea. 87

96 Packing list - handout What is the Packing List? The Packing List is a document where the details of the fishes delivered to the exporter from a particular FMA is recorded. (See Sample filled up packing List on the last page of this section, Table 1). The shaded portion of the packing list (right side of the document (items 10 to 13) constitutes the ORS that the exporter needs to fill up and send back to the coordinator. The packing list is sent to the exporter along with the fishes that are transported. The Packing list should be used and it contents analyzed alongside the Organism Receipt Sheet (ORS) and the SSPR (Supplier Shipment Performance Report). Why fill up a packing list? The packing list provides a record of what has been shipped to the exporter. Upon receipt of the shipment, the exporter will first read the packing list to know what fishes are contained in a particular shipment. The ORS portion of the packing list, which the exporter fills up and sends back to the coordinator, contains information on number of fish received, DOA, rejects and the reasons for rejection. Along with the SSPR that summarises the overall performance of a particular shipment, the packing list (and the SSPR) can help the coordinator monitor the quality of the fish shipped and to come up with actions to continually improve the quality of shipments. Who fills up the Packing List? The Coordinator is responsible for accomplishing the Packing List in his area. How often is the Packing List prepared? The Coordinator shall fill up the Packing List before he transports/ships fishes to the exporter. How to fill up the Packing list? 88

97 Filling up the packing list is pretty straightforward. The specific instructions on how to fill up each heading and examples are shown in the table below. Column Heading What to Write Example 1] Customer Name Write Name of Exporter HD Habitat 2] Dispatch Date/Time Write date when fishes are transported/shipped and time of April 4, 2005/10 am 3] Expected Arrival Date/Time transport/shipment Write date that fish shipment will arrive Note: For shipment sent through courier or by air, Coordinator may ask the personnel from the courier or air cargo estimated time of arrival at point of destination (airport of destination). April 5, 2005/10 am 4] Coordinator s Write name of coordinator Name 5] Item Write number of item 1 6] MOID Write MOID No. of Fish/Specie to be delivered 7] Common Name Indicate common name of specie Koran Angel 8] Size Indicate size of fish sent (S for S Small; M for Medium; L for Large) 9] No. Delivered Indicate the total number of fishes 10 per specie to be delivered Ding Dong Abad Santos 89

98 Table 1: Sample packing list/ors Coordinators Packing List/ORS 1] Customer Name: HD Habitat 2] Dispatch Date/Time: 1 Jan 2005/8am 3] Expected Arrival Date/Time: 2 Jan 2005/6pm 4] Coordinators Name: Epi Cruz 5] Item 6] MOID 7] Common Name 8] Size 9] No. Delivered Chelmon M 10 10] Total No. DOA / Reject 11] Total no reject/ reason 12] No. Accepted 13] Price Each 14] Total Price Banded Shark M Green Chromis L Koran Angel L Frog Fish S 10 Legend for reject/returned species: A bruises B torn fins/tail C wound/missing scale D irregularities E thin F weak G crushed bag leak H unacceptable size tiny or oversize 90

99 ORS and SSPR - handout What is ORS? ORS stands for Organism Receipt Sheet. The ORS form is the shaded portion of the packing list on the right side. The ORS is in a way the acknowledgement receipt of the fishes received by the Exporter. The Exporter prepares the ORS after he receives and checks the cargo/shipment of organism/fishes from the Coordinator. ORS is then returned to the Coordinator as evidence of final sale of the shipment of organisms. ORS includes the following: Column Heading What will Exporter Write Example 3] Delivery Date [Expected arrival of the shipment] 4] Supplier [Coordinator s name] 5] Item 6] MOID 7] Common name 8] Size 9] Number delivered Date of arrival of shipment/cargo Name of Coordinator who shipped the fishes/organisms These have been completed by the coordinator. 10] No. DOA Total number of organisms/fishes which are Dead On (Upon) Arrival 11] No. Rejected/Reason Total number of organisms/fishes which the Exporter rejects and reason for rejection Legend Reasons for Rejection: A bruises B torn fins/tail C wound/missing scale D irregularities E thin F weak January 2, 2005 Epi Cruz 5 5, E 91

100 G crushed bag leak H unacceptable size tiny or oversize 12] No. Accepted Total Number of organisms accepted by the Exporter 9 Formula: (Total Received) Less (Total Number of DOA + Total Rejected) 13] Price each Unit price of the organism P15 14] Total Price No. Purchased x Price P135 each How to Compute Percent (%) DOA or Percent (%) Rejected a. For a particular Organism: What percent of a particular organism shipped was DOA? What percent of a particular organism shipped was reject? Given the following (see Table 1 on last page): Common Name: Chelmon, M Total Received: 10 Total DOA: 1 Total Rejected: 1 Formula DOA as Percent of Total Shipment (of a particular organism) (Total DOA for Chelmon/Total Received) x 100 Reject as Percent of Total Shipment (of a particular organism) (Total Rejected for Chelmon/Total Received) x 100 Computation: 1/10 x 100 or 10% 1/10 x 100 or 10% Interpretation: 10% of the total shipment of small Chelmon were Dead on Arrival 10% of the total shipment of small Chelmon were also rejected. b. For the entire shipment: What percent of total shipment was DOA? What percent of total shipment were rejected? Given the following: TOTAL Received: 50 (add all organisms received) TOTAL DOA: 1 (add all DOAs for all organisms received) TOTAL Rejected: 3 (add all reject for all organisms received) 92

101 DOA as Percent of Total Shipment Reject as Percent of Total Shipment Formula (TOTAL DOA/TOTAL Received) x 100 Computation: 1/50 x 100 or 2% 3/50 x 100 or 6% Interpretation: Of the TOTAL NUMBER of organisms shipped, 2% were DOA (TOTAL Rejected/TOTAL Received) x 100 Of the TOTAL NUMBER of organisms shipped, 6% were rejected A high DOA or Reject percentages either for a particular organism or the entire shipment should be a cause of concern. Check for possible reasons. ORS over time (across 1 year) may be used to monitor in which season has the highest rate of DOA. What is a SSPR? SSPR stands for Supplier Shipment Performance Report. It is through this document that the supplier rates the organism shipment of a supplier. - Either Poor, Average or Good The Exporter completes the form for each shipment it receives from an organism supplier. The completed form is then sent back to the supplier for reference for each Average and Poor batch that the Exporter receives. The organisms shipped may become de-certified based on the performance report The criteria included in the Performance Report are the following: Rating Criteria Poor Average Good DOA: DOA for a species batch exceeds Mortality Allowance for Over 5 species batches exceed DOA allowance 3 or 4 species batches exceed DOA allowance 2 species batches or less exceed DOA allowance Certified Organisms Unordered > 1 organism 1 organism 0 organism Organisms: Supplier sent unordered (make weight) organisms without prior agreement Misidentified > 1 organism 1 organism 0 organism 93

102 Organisms: Supplier sent incorrectly identified organisms Size: Supplier sent > 1 organism 1 organism 0 organism organisms of a size not ordered Water Quality Packing Overall Evaluation of Shipment: More than 1 Poor Categories 1 Poor Category 0 Poor Categories A GOOD rating is what Certified suppliers should always aim for. A GOOD rating is equivalent to no or minimal wastage (in terms of Dead organisms, organisms with no demand as a result of shipping of wrong size, unordered organisms or misidentified organism). No wastage or minimizing wastage means that the sustainability of the reefs can be ensured and high income (because supplier will not be paid for DOA and unordered organisms, misidentified organisms, wrong size, and rejects). Analysis of Performance Report In general, a poor rating in any of the category should be looked into at once by the Supplier. Check for possible reasons and try to mitigate errors in the succeeding shipments. If SSPR indicates average to poor rating in DOA, Water Quality, Packing categories then, check for possible reasons: improper handling, packing, holding, transport, etc. If SSPR indicates average to poor rating in the Unordered Organisms, be sure to always check, verify, or review organisms shipment against standing order list and packing list prior to actual shipping through air/sea. If SSPR indicates average to poor rating in Misidentified Organisms, be sure to always check packing list against organisms in jars prior to packing. If SSPR indicates average to poor rating in Size, be sure to always check organisms to be shipped against the standing order list 94

103 Table 1: Sample filled in Packing list/ors Coordinators Packing List/ORS 1] Customer Name: HD Habitat 2] Dispatch Date/Time: 1 Jan 2005/8am 3] Expected Arrival Date/Time: 2 Jan 2005/6pm 4] Coordinators Name: Epi Cruz 10] Total No. 11] Total no 5] Item 6] MOID 7] Common Name 8] Size 9] No. Delivered DOA / Reject reject/ reason Chelmon M Banded Shark M ] No. Accepted 13] Price Each 14] Total Price Green Chromis L 8 0 1E Koran Angel L 8 0 1E 7 Legend for reject/returned species: A bruises B torn fins/tail C wound/missing scale D irregularities E thin F weak G crushed bag leak H unacceptable size tiny or oversize 95

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105 MODULE 4: MARKETING & SELLING Module Summary Content Making and Distribution of Species List Receiving and Evaluation of Buyers Order Monitoring Order Status Shipment Evaluation Fish to Order System Total Allowable Catch Learning Objectives At the end of the training session, trainees will be able to: Learn the different steps of aquarium trade marketing and selling Understand and appreciate the fish to order system Understand and appreciate the need to implement a Total Allowable Catch (TAC) for every species Key Messages 1. Accurate information and honoring commitments will lead to better livelihood partnership with buyers. 2. Evaluating a buyer s order before complying will lessen the probability of having unprofitable shipments. 3. Fish to Order System ensures less wastage of resources and prevents delivering of species that the buyers will not buy. 4. TAC will ensure the existence of organisms in a FMA. 97

106 Session Proper: Marketing and Selling 1. Present lecture T I P! Use the following presentation material in power point/manila paper. Encourage trainees to ask questions and clarify items presented that they find confusing. 2. Order Receiving and Evaluating 2.1 Assign one fisher to act as the coordinator, another to act as an exporter. The rest will be fishers. 2.2 Ask the exporter to order from the coordinator through a mobile phone. If mobile signal is not applicable in the area, the scenario will be: the coordinator just delivered his fish and he will ask the exporter for new order. 2.3 The coordinator will evaluate the order and distribute this to the fishers afterwards. 2.5 Give enough time for the group to react. T I P S! A list and quantity of species to be ordered can be prepared beforehand. When using mobile phone, allow the exporter to decide whether he will order through call or text. Give tips to participants but allow the coordinator to process the whole thing himself. Check the following: a) When ordered through phone or text, was the order written in paper? b) Are dates ordered and expected delivery noted? c) Are the availability and quantity of species ordered evaluated? d) Evaluation of financial viability of the ordered shipment conducted? e) Concerns, if any, to the exporter and vice versa relayed? 3. Sharing/Discussion 3.1 Divide fishers into groups (optional depending on size of class). 98

107 3.2 Ask fishers to discuss among themselves what to do if the order has not been met, for instance, if there were problems fishing because of a storm. 3.3 Ask each group to share discussion(s) in the class. 3.4 Give pointers on what to do if the order has not been met. T I P S! Exporters, just like the importers and any customer, want to have their orders delivered complete and on time. If order will not be met even after the fishers and coordinators exert all efforts, the coordinator should relay the reason/s to the ordering exporter/s. The reasons should be relayed as early as possible and not on the expected delivery date. 4. Give short oral quiz a) What are the steps in marketing and selling? b) Why is it needed to fish only what is ordered? c) What should be done if the orders are given verbally, through text, or through phone call? d) What are the things to consider when evaluating an order? Session Closing/Wrap Up Repeat key messages for this session Give a briefing on the next activity/module 99

108 Marketing and Selling 1. Steps in Marketing and Selling 1.1. Providing exporters with species list from the FMA The coordinator/s send to the exporters a list of species that are available and the fishers can actually catch from the site. The list should include: a) common name (include scientific name if possible) b) quantity of each species per delivery (if applicable, indicate the seasonality of species), c) price per species d) contact number of coordinator REMINDER! Bear in mind the importance of providing accurate information to the exporters, i.e. if it is claimed that a certain number of species can be delivered at a certain frequency, say weekly, then the coordinators should make the deliveries as claimed. If an order is placed verbally, by text message or phone call, the coordinator should write down the orders on a piece of paper and file these Receiving and evaluation of orders Based on the validated species list, the exporters will give the coordinators an order per shipment or a standing order Types of Orders a) order per shipment - In the order per shipment, an exporter places an order for one shipment. 100

109 b) standing order - In the standing order, the exporter places an order for several shipments detailing the species of fish needed, their sizes, price and the frequency in which they want these delivered. This type of order system is being encouraged Placing of Orders Orders are relayed by the exporter to the coordinators: a) through fax b) by calling c) by sending a text message d) upfront (when the coordinator and buyer meet) REMINDER! If an order is placed verbally, by text message or phone call, the coordinator should write down the orders on a piece of paper and file these Things to Note in a Buyer s Order a. species ordered - Are these available in the area? - Are these available this time of the year? b. quantity ordered - Can the fishers catch this much per species? - Will this not breach Total Allowable Catch (TAC)? - Is this enough to provide reasonable income? 101

110 c. packing instructions d. who relayed the order e. expected delivery Processing Order Evaluation Result a) orders with negative evaluation result. - If no income will be made or harvesting of species will breach TAC, the coordinator negotiates with the exporter for an amendment to the order. - The coordinator can also combine shipments to different buyers to make the transactions profitable. b) orders with positive evaluation result. - If income will be made and harvesting of species will not breach TAC, the coordinator will: i. relay the orders to the fishers so that they will decide on the quantity and type of species to be caught by each one; ii. prepare packing materials; and iii. check transportation availability on the target delivery date Monitoring order status The coordinator will monitor fishers catch regularly to determine the compliance status of an order. If an order will not be completed on the agreed delivery date, the coordinator will inform the exporter of the situation. The coordinator will also inform the fishers if there is a need to do more fishing. If an order is filled, the coordinator will inform all concerned exporter, fishers, screener/s and packers of the screening-packing time and shipment date Shipment Evaluation Upon receipt of Organism Receipt Sheet (ORS) and Supplier Shipment Performance Report 102

111 (SSPR) from the exporter, the coordinator discusses with the fishers how to maintain or improve the shipment quality. 2. Marketing Concerns To ensure the sustainability of the marine aquarium fishery in a Fishery Management Area, it is required that: a) Fishers should only catch what is ordered; and b) Fishers should also only catch marine aquarium fishes within their (TAC) levels Total Allowable Catch (TAC) and Its Benefits is the maximum number of individual for every species permitted to be extracted from a FMA in a certain period (usually, per year). this is base on the recommendations of experts produced from their surveys and data analysis. TAC helps to keep the existence and maintain the population of aquarium organisms in the FMA Fish to Order System The Fish to Order System Fish to orders system is an arrangement wherein the fishers will only catch marine aquarium organisms ordered by the buyers Benefits of Having a Fish to Order System Provides a clear written agreement between the exporter and the supplier on what has been ordered, so that misunderstandings will be minimized. Helps the supplier determine the feasibility of shipments. Provides a guarantee to the supplier that all the fish delivered will be taken by the exporter. Helps ensure that there will be less wastage of fish (fish thrown away because these were not bought) and therefore fishers do not have to catch a lot of fish thereby conserving their marine aquarium fishery. Provides a 103

112 record of transactions that can be used to analyze trade performance and the management of aquarium fishery in the future. REMINDER! The exporters have all the right to refuse or to accept fish that they did not order. Therefore, suppliers should avoid delivering fish that are not ordered. In rare occasions where unordered fish are delivered, the coordinator may negotiate with the exporter but not expect a positive response. If the exporter agreed to the delivery of the unordered fish, the coordinator must record this as an amendment to the order and file this record. 104

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114 MODULE 5: SAFE DIVING PRACTICES Module Summary Content Safe Diving Theory and Principles Actual Diving Session Learning Objectives At the end of the training session, trainees will be able to: Understand the basic theory and principles behind safe diving Learn how to dive safely Key Messages 1. Plan the dive, and dive the plan! 2. An inured or sick diver cannot dive, and the resulting loss of income will affect the diver, his diving group, and his family. 3. Always dive safely! 106

115 Session 1: Safe Diving Theory and Principles 1. Present lecture on Safe Diving Theory and Principles 2. Continue lecture on Safe Diving Theory and Principles 3. Activity: Calculating the Bottom Time Limit for each depth 3.1 Calculate the Bottom Time Limit for the following Planned dive depths: a. 5m 3.2 Ask volunteers to share their solution/answers to the class. 107

116 Session 2: Actual Diving 1. Grouping and briefing of participants Group the participants. The number of group should equal the number of trainers. Brief the participants on the activity. a. Remind the participants about hazardous marine species. b. Remind them also regarding safe diving practices. c. Ask the participants to stay with their group always during diving. Actual diving Each trainer will bring his group to a safe place where the participants can practice diving. The trainer will observe and check the swimming and diving ability of the participants. Discussion/Processing of diving activity Solicit opinion/response of participants on the following: a) What problems did you encounter in diving? b) What could have caused these problems? c) What are possible solutions? d) Ask trainees for other issues they may have and identify possible improvements. Closing/Wrap-up 1. Repeat key messages for this session 2. Give a briefing on the next activity/module 108

117 Diving Problems and First Aid 1. Diving problems: The following may occur during diving due to unbearable water pressure: a) Pain on the ear b) Nose bleeding c) Shortness of breath d) Chest pains e) Toothache f) Nausea 2. First aid and follow up: The following are immediate steps to be taken when diving problem occurs: a) Stop the dive. b) If the condition does not improve, take the diver to the nearest health center or hospital. REMINDERS!!! Good health is an absolute pre-requisite for work as a diver. A diver who is in any doubt about his/her health should not dive. Forcing yourself to dive will not only endanger you but may also endanger your diving companion/s. Breath-hold Diving Breath-hold or skin diving is generally safer than air supply assisted diving. However, there are inherent dangers from this type of activity. Hazards from Breath-hold Diving 1. Breath holding for Too Long 109

118 When we breathe, we take in oxygen and this is distributed by the heart to the whole body. When we hold our breath, we limit oxygen supply in the body which may result to collapsed lungs, damaged brain or even death Points to be considered: Generally, the brain can live without a supply of oxygen for only about two to three minutes. Oxygen deprivation for a longer period will cause unconsciousness and may result in brain damage or even death. It is possible that a diver can still hold his/her breath even though the brain is beginning to suffer from oxygen deprivation. If this happens, the diver may lose consciousness when ascending. An experienced and well-trained diver can lengthen his/her stay under water without damaging his/her brain. This, however, must be done with great care and in stages Prevention: Do not force yourself to hold your breath. When experiencing shortness of breath, resurface to breathe Recommendations: Move only as necessary when under water. Efficient movement under water can reduce the body s need for oxygen. Fast or erratic movements will increase the body s oxygen needs First aid and follow up: When the diver is breathing, give him/her some oxygen and immediately take him/her to the nearest health center or hospital. 2. Hypothermia 110

119 Hypothermia is experienced when the diver does not wear protective clothing against cold. This can cause fatigue and inefficient use of oxygen in the body and makes the diver weak and unable to react properly when faced with unexpected events (e.g. strong currents) Prevention: a) Wear clothing that protects against cold whenever possible. b) Limit the dive 1-2 hours, followed by rest (drink hot drinks, sunbathe) before continuing the diving work Recommendations: a) Do not force yourself to stay in water when shivering from cold. b) Shorten dive time and depth during cold season or when the water is too cold. 111

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121 MODULE 6: HOLDING FISHES Module Summary Content Purging Purging Area Learning Objectives At the end of the training session, trainees will be able to: Understand the importance of purging fish before transportation Know how to select a good purging area Know how to construct their purging area Key Messages 1. The fish s gut must be cleaned out by purging before transportation and shipping, to reduce the amount of toxic waste products in the water. 2. Purging is necessary to ensure the survival of the stock during delivery. Session 1: Purging and Purging Area 1. Present lecture on purging Use presentation material in power point/manila papers. 1. Discussion 1.1. Ask the participants why purging is important Ask also the participants to discuss how they purge their fish. 113

122 1.3. Ask them too about their plans to improve their purging system. Module Closing Repeat key messages for this session Give a briefing on the next activity/module 114

123 Purging What is Purging? Purging is the process of keeping a fish without food so that it will have time to empty its gut of waste materials (feces). Why is Purging important? Purging is necessary to ensure the survival of the stock during delivery. Like all living organisms, fishes need to get rid of waste matter from their bodies when their stomach and guts are full. They excrete feces and breathe out carbon dioxide. A fish with an empty gut is less likely to contaminate the water in which it is shipped. It is therefore less likely to suffer and die from the effects of being held for too long in water contaminated with waste matters (feces). If kept in a confined space (e.g. a bag or aquarium), waste products build up in the water and normally turns into ammonia, a poisonous substance that can seriously affect the fish. The effects of ammonia poisoning may not become apparent immediately, but may kill the fish days or weeks later. How to Do Purging? Newly caught fish are stocked without food. Purging would take a minimum of one (1) day for shallow or small species, and two (2) to three (3) days for deep-water (more than 10 m or 30 ft.) species or larger organisms. What is a Purging Area? The Purging/stocking area is where the fishers stock their catch and have the fishes stomachs emptied prior to shipment. The best purging area is a fishing platform in the sea. 115

124 The fishers can either have a common purging area, or stock their catch separately. What are the Criteria for Selecting the Purging Area? The Purging Area should: Be at least 5-6m (18 ft = three fathoms) depth. The deeper the purging area, the better and more stable the water quality will be. Have stones or some structure (e.g. a floating platform) to which the stocking nets can be attached Not to be affected by industrial, commercial, and household activities Be protected from strong currents and wave action 116

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126 MODULE 7: SCREENING FISHES Module Summary Content Common Fish Defects Possible Causes of Fish Defects/Damages How to Screen Fish Properly Common Aquarium Fish Diseases Learning Objectives At the end of the training session, trainees will be able to: Learn the do s and don ts in screening Learn the various reasons for rejecting/accepting fish Learn the causes of damage and defect in fish Key Messages 1. Efficient and regular screening significantly reduces the chances of mortality later on. 2. Sick or unhealthy fish may transmit a disease or parasite to other fish. Therefore, the temptation to save damaged fish in the hope that they recover must be avoided as much as possible. 3. All organisms should be screened on a regular basis and always prior to packing and dispatch. 4. All rejected fish should be released back to the sea or reef! 118

127 Session 1: Common Fish Defects and Their Causes 1. Present lecture on common fish defects and their causes Use the following presentation material in power point/manila paper. Session 2: Screening 1. Present lecture on screening 2. Conduct demonstration activity on how to conduct proper 2.1 Check and ready materials. a) 1-3 large boxes/plastic basins b) seawater (if screening is done in land) c) basin (standby material) d) plastic ladle, scoop net or rubberized hand gloves (standby material) 2.2 Demonstrate how to conduct proper final screening for transport. a) Prepare 2 containers, 1 for reject fish, 1 for accepted ones. Fill containers with clean sea water. Make sure that water quality (temperature, cleanliness) in the containers and where the fish came from are the same. b) If screening in a floating raft or boat, move the stocks to be screened within the screener s reach. When in land, put the stocks for screening in one of the large boxes filled with sea water. The box s water content should be frequently changed while screening is being conducted. c) Take one container/jar with a fish in it. d) Position the jar between the source of light and the screener. Raise it to eye level. If the organism cannot be seen properly in the jar/container, release it in a basin filled with clean sea water. e) Note/Observe the following: - Check species type and name. - Check fish size. - Check the general health of the fish. - Check the tail and fins. 119

128 - Check the fish s body. f) If screened fish is good, transfer the organism in the appropriate packing bag filled with sufficient water then turn-over the fish to the packers. (In other screening set-up, good or accepted fish are placed in another large box filled with clean sea water. A packer will be assigned to put the fishes in the appropriate plastic bags.) g) If screened fish is rejected, put the fish in one of the large boxes which will be the container for reject fishes. h) Record screening result number of accepted or rejected organisms, reasons for rejection. i) Release all unwanted/damaged fish back into the sea. j) Clean all containers and equipment thoroughly after screening. T I P S! When transferring fish from one container to another, use a scoop net or preferably a plastic ladle. If no other equipment is available, allow the fish to swim out of the jar into its new container. Do not tip it in from a height! 3. Conduct practice screening by trainees 3.1 Materials. a) different species (damaged/unhealthy and not damaged/healthy) b) two large containers (mark one container --- Rejected) c) seawater (if screening is done in land) d) basin (standby material) e) spoon or ladle, scoop net or rubberized hand gloves (standby material) REMINDER! Trainees may be asked to bring their own scoop net beforehand. 3.2 Give instructions for practice screening. 120

129 a) Ask the trainees to screen different species and decide whether the organism is to be rejected or not. b) Ask them to segregate the rejected from the accepted in the provided containers. TIPS! Provide different distractions while they are screening (e.g. poor lighting, noisy surroundings, etc ). c) Re-screen their work and evaluate their decisions. d) Ask them to give reasons why they rejected the species they put in the reject box. e) If they accepted a reject fish, explain why such a fish should have been rejected. 3.3 Process the group activity. Regroup the trainees and ask for their comments/suggestions. Here are some guide questions. a) How do they find the screening job? b) What are the difficulties they encountered while screening? c) How can they make screening easier and keep it consistent? 121

130 Session 3: Common Aquarium Fish Diseases and Problems 1. Present lecture on common fish defects and their causes 2. Discussion Ask the participants to discuss the effects of fishing practices to the general health of fish in the aquarium. Module Closing Repeat key messages for this session Give a briefing on the next activity/module 122

131 Screening 1. Screening is the process of: removing dead organisms, segregating those with damage or defects from the healthy, or those that are unwanted, from undamaged stock, and removing fish that are considered to be of the wrong size. 2. Importance of Screening To allow damaged and sick fish to recover in the sea To avoid disease and parasite contamination of healthy organisms from sick/unhealthy fish. To return unwanted species back to their habitat To decrease mortality and reject rates when delivering to the exporters To eliminate unnecessary packing and freight expenses incurred when sending damaged or otherwise unwanted fishes, thus, increasing possible profit. 3. Different Types of Screening 3.1 Initial Screening Does the fisher conduct the screening before he puts his catch in jars, nets, or plastic bags, and before he gives the fish to the screener? 3.2 Daily Screening 123

132 Is the day-by-day monitoring of the stocked fish? Each fisher and coordinator who keeps the fish prior to shipment is responsible for the daily screening of his/her stock 3.3 Final Screening Conducted by the designated coordinator, screener, or the fishers themselves before the fishes are packed and delivered to the exporters. 4. What are the Do s and Don ts of Screening? Use white or light-colored containers when screening, so that damage or defects can more easily be spotted. Do not allow the fish to be without water while screening. Refill the jars with water as often as necessary, and keep the fish submerged at all times. Do not use hands to touch the fish. Use a net and/or rubber gloves if physical contact with the fish cannot be avoided. Do not screen when there is no adequate lighting. Screen in the daytime as much as possible. However, remember that prolonged exposure to bright light will stress the fish. 124

133 REMINDERS and IMPORTANT NOTES! Initial to final screening should always be implemented. Efficient and regular screening significantly reduces the chances of mortality later on. Screen carefully. Aquarium organisms are fragile species. Only organisms that have passed screening inspection should be used to fill an order. There may be a temptation to save damaged fish in the hope that they recover. This takes up space and time, and should be avoided if possible. ALL REJECTED FISH ESPECIALLY IF THIN AND INFESTED WITH PARASITE SHOULD BE IMMEDIATELY RELEASED BACK TO THE SEA/REEF! 5. Common Defects in Marine Aquarium Fishes Imperfect Fin/Tail Body bruises/cuts Missing scales Bloated bellies Under/oversized Thin Diseases (fin rots, discoloration, etc.) Opaque and/or bulging eyes 125

134 6. General Causes of Damages and Defects in Fishes 6.1 Inborn/Natural (genetic) Deformities e.g. kinked tail 6.2 Destructive Capture Techniques e.g. use of cyanide or other chemicals result to erratic swimming behavior of fish and death of fish later 6.3 Careless Capture Techniques e.g. the use of wrong types of nets, hasty catching and hitting fish with coconut fronds, ticklers and net cause scales detachment, broken fin rays, body bruises and cuts 6.4 Careless Handling handling the fish with bare hands or handling the fish tightly causes missing scales, body bruises, and removes the protective slime from the fish body 6.5 Incomplete Decompression bringing deep-water fish to surface abruptly causes sudden death, bloated bellies, pop-eyes, and erratic swimming behavior 126

135 6.6 Improper Container Used small containers used for large fishes, unpolished jars causes detachment of scales, damaged fins, damaged mouth 6.7 Overstocking too many fishes stocked in the stocking net and/or stocking area causes fins to rot, stress and other diseases and death 6.8 Non-segregation of Species angels, triggers and other species will fight when contained together causes fin damage, body cuts and bruises, and death. 6.9 Poor Water Quality because the purging area is too shallow, or through contaminated packing water causes fin to rot, other diseases and death 127

136 7. Common Aquarium Fish Problems and Diseases Sample Picture Observable Signs 1. Sudden death with no apparent reason. The sudden death of many fish over a short period of time with few preceding symptoms. Surviving fish hang around the water surface / stay on the bottom and may lose equilibrium. They are lethargic and don't eat. Possible Causes/ Required Action 1) Acute poisoning. Water with toxic content. Carry out water change. 2) Severe parasite infestation. Carry out water change. 3) Bacterial attack. Carry out water change. 4) Low dissolved oxygen. Carry out water change 2. Skin or gill irritation. Ammonia Poisoning Fish rub against solid objects. They may also leap out of the water. This indicates some form of irritation of either the skin or gills. 1) Raised levels of ammonia, nitrite or high/low ph. Widely fluctuating diurnal shifts in ph can also cause irritation. Carry out water change. 2) Ectoparasites. 3. Heavy breathing and gasping for air. Fish swim normally but appear to be breathing heavily. This can be judged by operculum [flexible bony flaps covering gills] movements. Fish appear to be gasping, they may crowd water inlets. 1) Low dissolved oxygen. Carry out water change. 2) Gill parasites. Return fish back to the sea. 3) Early stages of gill disease. Return fish back to the sea. 4) Anemia. Gills look pale. Return fish back to the sea. 5) Water is dirty. Carry out water change. 128

137 Sample Picture Observable Signs 4. Fish not eating and with cloudy areas on skin. Individual fish stray apart from others. Breathing is normal. They may refuse food. They may have "cloudy" or grey areas on the skin. There are no other physical signs. Lethargy and lack of appetite are common symptoms of many diseases. Possible Causes/ Required Action 1) Endoparasite (Internal parasite). Return fish back to the sea. 2) Early stage of systemic bacterial infection. Conduct water change. 3) Internal disease problem. Return fish back to the sea. 4) Ectoparasite (External parasite). 5. Fish not eating and with split or ragged fins. Several fish are lethargic. Fish are not eating or eating very little. Fish are skittish and shy. Some fish may have split or ragged fins. 6. Overproduction of mucus from gill or skin. Overproduction of mucus from gill and/or skin. Grey slime/ trailing mucus. May be accompanied by rubbing/flashing, heavy breathing and/or lethargy. 1) High level of pollution from organic matter (food left-over, fish excretions ). Clean tank. Conduct water change. 2) Ectoparasite infestation. 3) Early stage of bacterial disease. Examine fish for lesions, inflammation and ulceration. Conduct water change. 1) Ectoparasite infection. 2) Polluted water. Conduct water change./ Increase water flow. Brooklynella infection (ectoparasite) 129

138 Sample Picture Observable Signs Possible Causes/ Required Action 7. Skin lesions or ulcers. Uronema Infection (ectoparasite) Skin lesions or ulcers. Reddening or inflammation on the body or fins. Raised scales. Localized swelling. Open wounds or lesions that do not heal within a day or two. 1) Physical damage. Appear as a 'clean' lesion with little inflammation. Usually heals within days but with scars. Always cause secondary infection. 2) Ectoparasite infection. 3) Bacterial disease. Conduct water change. 4) High levels of pollution. Check tank for decomposing solids. Clean tank and conduct water change. 8. Red or white lesions on the body. Focal red or white lesions on the body 1) Large ectoparasites such as lice, leeches or anchor worms. These parasites are normally visible with a close examination. 9. Fin rot. bacterial infection Rotted, frayed, splitted or ragged fins. Possibly with whitish edge and some reddening of the fins. 1) Bacterial infection. Conduct water change. 2) Ectoparasite infection. 3) Physical damage. 4) Over crowding (aggression). Transfer some fish to another tank. Separate aggressive fish. 5) Fungal infection. Return fish to the sea. Conduct water change. 6) Polluted water. Conduct water change. 130

139 Sample Picture Observable Signs Possible Causes/ Required Action 10. Swollen abdomen and pop-eye. Fish has swollen abdomen. Possibly raised scales and some reddening on the body or fins. They may possibly exhibit protrusion of the eye. 11. Tiny white spots over skin and fins. Tiny white spots over the skin and fins as though fish has been sprinkled with salt. Usually with thickened mucus. 1) Systemic bacterial infection. Conduct water change. 2) Viral infection. 3) Tumor. 4) Heart or kidney disease. 5) Endoparasites. 6) Genetic disorder. 7) Intestinal blockage. For 2-7, all affected fish should be returned back to the sea. 1) Ichthyophthirius (white spot). Spreads rapidly! Conduct water treatment as indicated in commercially available chemicals for this purpose. Or, visit your local aquarium pet shop for advice. white spot disease (parasite infection) 12. Cotton-wool patches on skin and fins. White or discolored 'cotton-wool' patches on the skin or fins. Often accompanied by inflammation and skin erosion. 13. Cloudy eyes. 1) Fungal infection. Return fish back to the sea 131

140 Corneal Opacity (cloudy eye) 1) Physical damage. Return fish back to the sea. 2) Nutritional deficiencies. Return fish back to the sea. 3) Bacterial infection. Increase frequency of water change. 4) Polluted water. Conduct water change. Sample Picture Observable Signs Possible Causes/ Required Action 14. Worms protruding from anus. Lethargy, weight loss, chronic mortality. There may be worms protruding from anus Endoparasites. Return fish back to the sea endoparasite infection 132

141 2. Some Treatments to Common Fish Problems and Diseases Bacterial Problem Conduct water change. Freshwater bath. Here, infected fish are dipped daily in freshwater for 5-15 minutes or as long as the fish can take. This is repeated for 3-5 days or until fish recover. Fish should be returned back to the sea if they remain sick after prolonged treatment. Ectoparasite Problem Manual removal of large ectoparasites. Freshwater bath. Here, infected fish are dipped daily in freshwater for 5-15 minutes or if until visible parasites cling off. Fish should be returned back to the sea if they remain sick after prolonged treatment. SPECIAL NOTE! Use of sodium cyanide results to: 1) Erratic swimming behavior of fish. 2) Destroys the liver of affected organisms. As a result, the fish die of starvation (the fish stops eating even if they survive the poisoning) or malfunction of internal organs. Bad water quality (e.g. unfiltered, heavily used or not regularly changed, and unsuitable temperature and salinity) is the primary cause of diseases and problems. Lethargy and lack of appetite are common symptoms of many diseases. All heavily damaged fish should be returned back to the sea. Affected fish should be returned to the sea if they remain sick after treatment. 133

142 3. Summary of Some Frequent Problems, Causes and Solutions Problem Cause Simple solution Skinny, thin body Too long without food Release back into ocean Cuts on fins Fighting due to lack of Release back into ocean segregation Wounds, or scales Improper catching or Release back into ocean missing handling techniques White spot or white film Parasite infection Freshwater bath Cloudy eyes Injury, improper handling, Release back into ocean disease Popped eye Injury, disease Release back into ocean Fin rot, skin rot, red Improper handling, Release back into ocean wounds disease Rapid breathing, gasping Stress, disease Correct maintenance, add oxygen Swimming disorders Injury, improper handling, disease Release back into ocean 134

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145 MODULE 8: PACKING FISHES Module Summary Content Proper Packing Qualities and Preparation of Packing Water Special Packing of Sensitive Species Learning Objectives At the end of the training session, trainees will be able to: Learn to pack fish properly Learn useful tips in packing Learn packing tips for sensitive species Key Messages 1. Packing the fish properly is important to ensure safety and health of organisms being shipped. 2. Be organized. 3. The shorter the time the fish stays inside the plastic bag, the better. 4. The less handling the better. Session 1: Packing 1. Present lecture on how to pack properly for transport 137

146 2. Conduct demonstration on how to pack fish properly 2.1 Materials. a) various aquarium organisms b) polythene plastic bags of various sizes c) rubber bands d) medical oxygen cylinder (Check that it is full) e) packing water f) basin (standby material) g) ladle, large deep spoon, scoop net or rubberized hand gloves (standby material) h) bamboo sticks i) Styrofoam boxes j) corrugated box with plastic bag lining k) packing tape l) ice packs 3 to 4 ice cubes placed in plastic bags, sealed, and rolled in newspaper. 2.2 Demonstrate how to pack fish properly. Bagging a) Pick a screened fish from the box containing good or accepted organisms. b) Determine the size of the fish. Prepare a plastic bag and quarter-fill it with water. c) Check the water in the jar. Drain and replace the water if it is dirty. d) Transfer the fish from the jar to the plastic bag using a scoop net or plastic ladle with a drain hole in it. This reduces the chances of any old dirty water being transferred with the fish into the clean packing water. e) Check and adjust the water level. f) Remove the atmospheric air from the plastic bag. g) Fill the bag with oxygen. The bag should contain 60% oxygen when tied up. 138

147 h) Twist the plastic bag at the oxygen level and bend it downwards. Tie one or more rubber bands around the bend and lock it by passing the loop through the bend. i) If needed, tag the plastic bag with the fisher s code. TIPS! Use the cleanest water possible for packing. Check that the temperature of the packing water is the same as the water in the stocking jar or from where the fish came from. Outer Packaging a) When finished packing or bagging, arrange the big bags diagonally, at the bottom of the box. Keep the same species together as much as possible. b) During hot season, insert 3-4 ice packs after a layer of plastic bags is made. c) Put bamboo sticks/card board on top of the layer. d) Lay the other plastic bags on, in the same manner, putting ice packs and bamboo sticks after each layer. e) Put the Styrofoam in a corrugated box with a square bottom plastic bag lining. f) Seal and tag the box. TIPS! Too cold temperature is also detrimental to the health of the fish. Do not put too much ice packs in a box and avoid using them during cold weather. Make sure that the next layer has smaller bags than the ones below. No need to criss-cross the sticks on the uppermost layers. 3. Conduct simulation activity on how to pack fish properly 3.1 Materials. Same materials from the demonstration. See section 2.1. TIP! The activity may be modified such that cut out pictures of various species are used instead of live ones. 139

148 3.2 Give instructions on activity. a) Assign one of the trainees to act as the coordinator while the facilitator/trainer will act as exporter. b) Let the trainees pack various species. The coordinator will then supervise the packing activities. c) After they have packed and boxed the species, they will then submit the shipment to the exporter (facilitator/trainer). d) The facilitator/trainer will check and evaluate the species the trainees packed. Note the water and oxygen levels, the tying of the plastic bags, and the sizes of bags used. e) For each species that the trainees packed improperly, ask them for reasons why they think the specie was not properly packed or alternately explain to them why the specie was not packed properly. 3.3 Process group activity. Regroup the trainees and ask their comments/suggestions on the following topics: a) How did you find the packing job? b) What difficulties did you encounter while packing? c) How can you make packing easier and keep it consistent? d) Why is it important to prepare for packing? e) What are the advantages and disadvantages of single packing compared to gang packing? Session Closing/Wrap Up Repeat key messages for this session Give a briefing on the next activity/module 140

149 Packing 1. Packing Preparation It involves checking for availability of packing materials polythene/ plastic bags, rubber bands, styrofoam boxes, packing tape, labels, marker pens, and content of oxygen tank (make sure it is full!). It includes ensuring that the oxygen tank nozzle, valve and gauge are properly working. It includes segregation and arrangement of plastic bags as per various sizes. Make sure that the bigger plastic bags (12 cm / 5 and up) are doubled and with paper in between. It involves fetching of packing water if this has to be processed (stocked and filtered) before it can be used for packing. 2. The Packing Water Packing water is one of the major factors that affect the quality of aquarium organisms during transport. Good quality packing water helps maintain the optimum health of the organisms. It is clean and has the same temperature and salinity from where the fish and invertebrates came from Qualities of Good Packing Water Clean 141

150 Packing water should be free of floating debris and toxic materials. Thus, packing water should strictly be taken from areas far from the shore. To ensure cleanliness of water, if ever possible, a simple filtration system should be used Cool Temperature Temperature under the sea is cool (oxygen dissolves better in cool water!!!). Most fish live happily in temperature ranging from 22 to 26 degrees centigrade. Packing water should be taken from at least 1.5m depths Saltwater Salinity/Specific Gravity Marine organisms live well in salinity ranging from 26 to 33 ppt (parts per thousand) or specific gravity of to Water near river mouth should not be used as packing water. Packing water should not be mixed with freshwater unless thermometer is available to measure the salinity. REMINDERS!. If measuring equipment is available, always take note of packing water parameters - ph, temperature and salinity. Sudden changes in temperature shock and even kill fish. Always make sure that the temperature of the packing water is the same as that in which the fish are being kept. 142

151 2.2. Packing Water Level Mostly, plastic bags containing aquarium fish have 1/3 water and 2/3 oxygen (40:60 ratio). Generally, packing water level should be at least a centimeter higher from the tallest part of the fish. Water volume is higher for sensitive species such as boxfish and dragonets. More water for longer travel time. More water is better but it also means heavier boxes and higher pay for hauling and freight. 3. Plastic Bags Size Bag size must be appropriate to species type and individual size. Generally, packed fish should be able to turn and swim on its axis. Bigger bags should be used for prolonged delivery time. However, big bags provide more space that enables heavy swimming which in turn can exhaust the fish. Bigger bags also mean more space thus lowering the number of fish per box and increasing the freight expenses. PACKING TIPS!. Start packing with hardy species! Ideally, smaller fishes are bagged ahead of the bigger ones. Cheaper fish is packed first before the expensive ones. Be quick, but not hectic! Kept. 4. P l a 143

152 cing the Packed Organisms in the Box Place bigger bags on the lower floor of the box, fill up with small bags. This is to avoid collapsing and bursting the bags. Bags are arranged in the box diagonally. This is to fill-up more space and have more fishes per box. To keep the temperature low inside the box, put three to four ice packs (two to three ice cubes put in plastic bags and wrapped with paper) in between the layers. Top view After 1 or 2 layers of bags (depending on fish size), give a support of cartoon or bamboo. This is to avoid having collapsed bags. Tape styrofoam box carefully and several times. The tape supports the stability of the box! Be sure to include a packing list in one of the boxes For air travel, put the styrofoam boxes in corrugated boxes lined with big plastic bags. If using corrugated boxes, the packing list should be taped on one of them not on the styrofoams! Label boxes carefully (number, consignee). REMINDERS! Too hot a temperature or too much ice can kill the fish! Use of ice packs is optional. It is necessary during hot weather and long travel time. Don t press down the bags into the box heavily! The bags might burst or collapse. 144

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154 5. Special Packing Techniques for Sensitive Species Species Angels and Groupers Picture and Technique Add more oxygen to large angelfish and groupers. Batfish and Bannerfish For batfish, bannerfish and other species with extended fins or fin rays, ensure that all body parts should be under water. Make sure the bag is big enough for the fish! Green Mandarin and Cleaner Wrasses When stressed, these species produce slime on their body that can affect the health of other fish. Add more water to ensure their health. Keep all fishes in separate containers! Pipefish and Knifefish These species can be packed in twos or in groups. Pufferfish and Porcupinefish Add more water to ensure that the body of the fish is still submerged in water when they balloon (inflate) their bodies. 146

155 Boxfish and Cowfish Starfish Exudes toxic foam when stressed. Add more water to make them comfortable in the plastic bags. Change the water if surface bubbles are observed in the plastic bag. Some species, like the red and blue starfish (Linckia spp. and Fromia spp.) are packed fully submerged in water and without oxygen. Chocolate chips starfish are packed with little water. Air content is ½ medical and ½ atmospheric oxygen. Anemones Allow the anemone to shrink first by taking it out of water for at least 1 minute. When it exudes out most of its water, pack it with atmospheric oxygen 147

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157 MODULE 9: FISHING OPERATION CYCLE Module Summary Content The Fishing Operation Cycle Review and Simulation of Marketing and Order Processing Review on Actual Fishing Review on Stocking/Purging Methods and Actual Stocking/Purging Review and Simulation of Monitoring Order Status Review on Screening and Packing System and Actual Screening and Packing Evaluation of Shipment Learning Objectives At the end of the training session, trainees will be able to: Understand and appreciate the Fishing Operation Cycle Understand each of the activities in the cycle Key Messages 1. Best practices can improve quality. 2. Achieving best practices and maintaining standards involve effort, take time, and results cannot be expected overnight. 3. Fishers who supply a superior quality product have the right to be selective when it comes to choosing a buyer. 149

158 Session 1: Fishing Operation Cycle 1. Present lecture TIP! Encourage trainees to ask questions and clarify items presented that they find confusing. Simulation of Ordering System Ses sion 2: 1. Review 1.1. Ask the participants on what they remember about the session on Marketing and TIP! Selling. If this module is presented after the Marketing and Selling module, the order list made from the activity in the previous module can be used and the simulation can be skipped. ity: Simulation of Ordering System 2. A This is the same from the Marketing and Selling Module but with modification to test the learning of the participants. Some materials are removed deliberately and part of the instruction is changed. c ti v 2.1. Materials. a) Species list to be ordered b) 2 mobile phones c) Record Notebook/ Order Form d) Ballpoint pen/pencil 2.2. Conduct a fish to order simulation activity. 150

159 2.2.1 Assign one trainee to act as the coordinator, another to act as an exporter. The rest will be the fishers Ask the exporter to order from the fisher through a mobile phone. If mobile signal is not applicable in the area, the scenario will be: the coordinator just delivered his fish and he will ask the exporter for new order The coordinator will then do the process of evaluating the order and distributing this to the fishers When the orders are distributed, ask the exporter to change some of his/her order Give enough time for the group to react. 3. Session Recap/Discussion Lead the discussion of the participants in answering the following questions: a) Some things were not provided to test if the group can remember some things from the previous lecture. What are the things you think were missing in the simulation activity? b) Is it important to make a list of orders and file them for reference? c) What should have been done when Mr. Exporter changed his/her order? 151

160 Session 3: Actual Fishing 1. Review/Briefing 1.1. Conduct review on types of nets and gears and their uses in fishing ornamental fish Conduct review on safe diving Brief the participants about the fishing activity. 2. Activity: Fishing 2.1. Materials needed. To be prepared by the fishers beforehand: a) Barrier net b) Scoop net c) Stocking box d) Stocking jars e) Flippers/Fins f) Masks/Snorkels g) Poker/Tickler Rod h) Long sleeve shirts i) Long pants j) Bonnet k) Hand gloves To be readied by the trainers: a) Boat/s 2.2. Divide the group equally. The number of groups to be formed should be the same as the number of available trainers. Assign a trainer to each group. 152

161 2.3. Ask the fisher to catch the species assigned to them in Session 2 of this module. The trainers will supervise the fishing and ensure the safety of the group assigned to them. 3. Discussion a) What species are difficult to catch and why? b) Are there new ways learned that improved the fishers efficiency and effectivity of catching marine aquarium fish? c) Were the fishers able to catch the quantity of each species assigned to them? If not, why was the order not complied with? 153

162 Session 4: Actual Stocking/Purging 1. Review 1.1. Remind the fishers about the do s and don ts in stocking. 2. Activity: Stocking/Purging 2.1. Prepare materials beforehand: Stocking jars Plastic bags Stocking net 2.2. Allow each fisher to stock his/her own catch in the plastic jars, plastic bags, and stocking nets as they deem appropriate. Trainers will observe. 3. Assessment Trainers will state their observations and comments for each fisher. 154

163 Session 5: Monitoring/Determining Order Status 1. Review 1.1. Remind the coordinator and the fishers the importance of relaying back the status of their customers order. 2. Activity: Simulation of Monitoring/Determining Order Status 2.1. Prepare materials beforehand: Order List Record notebook Mobile phones 2.2. Assign the coordinator to tally the number of species caught and compare this with the order Designate one trainer to act as exporter (to answer in case the coordinator has questions/clarifications) Allow the coordinator to do the rest of the process in determining order status. 3. Discussion 3.1. Ask the fishers to comment on how the coordinator handled his job of determining the order status. 155

164 Session 6: Actual Screening and Packing 1. Review on Screening, Packing, and Recording 1.1. Ask the participants the things they remember about: Screening Packing Recording of Catch 2. Conduct simulation activity on screening and packing 2.1. Maintaining the same grouping used during the actual fishing, allow each group to decide who among their members will act as: 1 water boy to put water in the plastic bags 1 screener to screen the fish 1 checker to check the water and put oxygen in the plastic bag 1 sealer to check water and oxygen ratio inside the oxygenated plastic bag and seal the bag 1 packer to put the sealed plastic bags in the Styrofoam boxes 1 recorder to prepare the packing list and ensure the availability of materials. TIPS! If people are not enough to assume the different tasks, the following adjustment can be done: The screener can also be the water boy at the same time. The packer can also act as the recorder. The coordinator can assume any role he is expert with. e materials beforehand: 2.2. P r e p a r For Screening a) 2 large boxes or stocking nets b) salt water (if screening is done inland) c) basin (standby material) 156

165 d) Ladle, scoop net or rubberized hand gloves (standby material) e) fisher s notebook/log Book sheet for each trainee f) ballpoint pen/pencil For Packing a) polythene plastic bags various sizes b) rubber bands c) medical oxygen d) packing water e) basin (standby material) f) Ladle (with drain hole), scoop net or rubberized hand gloves (standby material) g) styrofoam boxes h) corrugated box with plastic lining i) packing tape j) packing paper k) ice packs l) labels, pens For Making of Packing List a) packing list b) ballpoint pen/pencil 2.3. Conduct Actual Screening and Packing a) The water boy estimates the size of the fish being screened and fills appropriate plastic bags with water and gives this to the screener. b) The screener picks and screens an organism as taught and demonstrated. He decides if the fish is good, or reject. Reject organisms are placed in a box for reject fishes. If good, the screener puts the fish in a plastic bag then passes this to the trainer. c) The trainer will re-screen the fish and will explain why if he needs to reverse a decision made by the trainee. Accepted fish are passed to the checker. d) The checker, in return, will adjust the water content of the plastic bag if needed then fills the plastic bag with oxygen (DO NOT OVERINFLATE!). He 157

166 adjusts the oxygen level if needed, twists and bends the open end of the bag, and returns the fish to the trainer. e) The trainer checks the water and oxygen level, asks the checker to adjust the levels if necessary, and then passes the bag to the sealer. f) The sealer closes the plastic bag with a rubber band (2 rubber bands are safer) and give it to the packer. g) The packer will segregate the bags per species and size. When all the stocks are in, he will arrange the bags in the Styrofoam box as taught during the packing session. When another person is doing the recording, the packer will call out the name and quantity of the fish as he packs. h) The recorder will enter accurately in the packing list the species type, size and quantity of organisms being packed. i) The recorder will then put the styrofoam boxes in corrugated boxes with plastic linings, sealing the boxes with packing tape, and labeling the boxes (exporter s name and address, box number etc). j) When packing is done, he will make a second copy of the list. A copy of the packing list will be sent with the stock as the delivery receipt to the exporter, another will be left and filed in the area. TIPS! Each trainee s catch will be packed one after the other. The trainees may carry out the various tasks alternately to be able to practice what they have learned. Note if the coordinator will contact the exporter when packing is done. Re-iterate the importance of communicating with the exporters to avoid delay in picking up the stocks. 158

167 Session 7: Evaluation of Shipment 1. Review 1.1. Ask the participants to site importance of evaluating a shipment. Or if they think this is not important, ask them why. 2. Conduct activity on evaluation of shipment 2.1. Prepare materials beforehand: 1-2 Organisms Receipt Sheet/ Delivery Receipt from the site s previous shipments with number of rejects and dead-on-arrival report. If none, a sample receipt from other area will do. SSPR. If none, SSPR from other area will do Allow the group to give comments on the ORS/Delivery Receipt and SSPR Discussion/Processing of Comments Summarize the comments of the participants based on the following: a) Is the shipment generally okay? Why or why not? b) Considering the percentage of fish rejected and those that eventually died, can the shipment be considered a good one? (MAC Certification allows 1% mortality for a shipment to be considered Certified ). c) Did the shipment gain profit or incur loss? By how much? d) How much would have been the cost of the rejected and dead fish? e) What are the reasons the fish are rejected? f) What may have been the causes of these rejection problems? g) What could have been done to avoid these problems? h) What are the possible reasons the fish arrived dead or in poor condition that they eventually die? i) What could have been done to save fish from arriving dead at the exporter s facility? j) From this shipment, what are the things the group needs to do to improve the quality of their fish on the next delivery? 159

168 Closing/Wrap Up a) Identify the activities involved in the Fishing Operation Cycle b) In Relaying of Order Compliance to Exporters, what information must be given to the exporters? 160

169 Fishing Operation Cycle The Fishing Operation Cycle Processes 1. Providing Exporters a Validated Species List The coordinators from the site send to the exporters a list of species that are available and the fishers can actually catch. Selling price can also be included in the list. It is important to provide accurate information to the exporters. If it is claimed that a certain number of species can be delivered at a certain frequency, say weekly, then the coordinators should make the deliveries as claimed. 2. Receiving and Evaluation of Orders Upon receipt of standing order or order for shipment from the exporters, the coordinator evaluates these orders by: a) determining if profit will be made, and b) if the TAC levels will not be breached. If the evaluation result is negative (no income will be made or fishing of species will breach TAC) the coordinator negotiates with the exporter for an amendment to the order. If the evaluation result is positive, the coordinator will: a) relay the orders to the fishers for them to decide the quantity of species to be caught by each fisher, b) prepare packing materials, and c) check transportation availability on the target delivery date. 161

170 3. Fish Fishing The fishers will select a good, safe site to fish the marine organisms assigned to them. The fishers will fish as taught and demonstrated by the trainers. The fishers will record their catch if required. 4. Stocking/Purging The fishers will initially screen their catch. Then, the fish are either stocked by the fisher or sent directly to the coordinator for stocking and recording. If they stock their own catch, the fishers will monitor daily the condition of their stocks. The coordinator will do the monitoring for the stocks under his care. 5. Determining Order Status The coordinator will monitor and determine the compliance status to the order daily. The coordinator will inform the fishers if there is a need to do more fishing, 162

171 The coordinator will also inform the exporter if there are non-compliance (i.e. low quantity, species not caught) in the order for any adjustments The coordinator will inform the fishers and exporter of the shipment date upon completion of order. If applicable, the coordinator will also inform the screener/s and packers of the screening-packing time and date. 6. Final Screening and Packing The fishers and coordinator will screen and pack the species as taught by the trainers. 7. Preparing the Packing List and Delivery of Shipment The coordinator prepares the packing list for the shipment. The coordinator supervises the delivery activities. The coordinator informs the exporter of the details of the delivery and ensures that the exporter know exactly the time the delivery is arriving. IMPORTANT NOTE! A few hours delay in picking up the delivery could mean more stressed fish. It is not enough to just send a text message. Make sure that the buyer receives the correct information on time! 163

172 8. Shipment Evaluation The coordinator waits for the completed ORS and SSPR forms from the exporters. The coordinator discusses the completed SSPR forms with the fishers and implements corrective action to improve the next shipment. 164

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